The impact of the Gerlak and Eli model on teaching third-year students at Sumer University and developing their imaginative thinking


  • Hassan Abdullah Shaker


Gerlac and Ely model, Sumer University, imaginative thinking


The current research aims to identify the impact of the Gerlak and Ely model on teaching among third-year students at Sumer University and to develop their imaginative thinking. The researcher clarified three hypotheses to test creative thinking in order to meet the research objectives. The researcher utilised the experimental design. A total of 44 third-year students from the department were included in the study. Scientists from the College of Basic Education randomly assigned twenty-two students from Section (A) to an experimental group that underwent research utilising the Gerlak and Ely model, while twenty-two students from Section (B) served as a control group that underwent standard research methods. A statistical incentive was given to each group by the researcher. The study's findings could be impacted by a few factors. The study instrument for the creative thinking scale was developed by the researcher. It included twenty items spread out among three creative thinking skills, with four items for each skill. The scale may have been one of the following variants.The student has imaginative thinking to a degree (very large, large, moderate, and small). The researcher used statistical methods such as the t-test for two independent samples, chi-square, and the (Spss) program. The researcher reached the following results:1- In the imaginative thinking test, there is a statistically significant difference favouring the experimental group between the average scores of the students in the experimental group and the students in the control group.2- When comparing the average scores of the experimental group students in the pre- and post-test of imaginative thinking, there is a statistically significant difference ( 0.05) favouring the post-test.