The Effect of Teaching Art Education Using the Six Thinking Hats Strategy on Developing Manual and Artistic Skills among Primary School Students

Abstract

This study aimed to investigate the effect of using the Six Thinking Hats strategy on developing manual and artistic skills among sixth-grade primary students in art education. To achieve this objective, a quasi-experimental design based on a one-group pretest–posttest approach was employed. The study sample consisted of (30) students. A measurement instrument for assessing manual and artistic skills was developed, and its validity and reliability were verified prior to implementation. The results revealed statistically significant differences at the level of (α ≤ 0.05) between the students' scores in the pretest and posttest applications, in favor of the posttest. The mean score of manual skills increased from (21.77) to (48.17), with a Wilcoxon test Z-value of (-4.817). Similarly, the mean score of artistic skills increased from (18.93) to (47.73), with a Z-value of (-4.792). The findings demonstrated a very large effect size of (r = 0.88) for manual skills and (r = 0.87) for artistic skills, alongside a comprehensive improvement for all students without exception. This reflects the high effectiveness of the Six Thinking Hats strategy in enhancing practical and artistic performance. These findings highlight the effectiveness of employing structured thinking strategies in teaching art education, as they contribute to activating active learning and enhancing both practical and creative aspects among learners. Accordingly, the study recommends applying the Six Thinking Hats strategy as an effective instructional approach in art education, integrating it into teachers' professional development programs, and conducting further research across different educational stages.