The Impact of Wallace’s Model on Academic Achievement and Visual Thinking Development Among Art Students in the Perspective Course

Abstract

Objectives: The current research aims to identify the effect of Wallace’s model on academic achievement and the development of visual thinking among art students in the perspective course.

Methods: The experimental method was employed with two groups (control and experimental). A simple random sample of 80 third-year male and female students from the College of Basic Education، Department of Art Education، Al-Mustansiriyah University، was selected. Academic achievement and visual thinking tests specifically designed for the perspective course were used. The psychometric properties (validity and reliability) of these tests were established to ensure their applicability.

Results: The findings revealed that students in the experimental group، who were taught using Wallace’s instructional model، outperformed students in the control group، who were taught using traditional methods، in both academic achievement and visual thinking tests for the perspective course.

Conclusion: Teaching through Wallace’s instructional model، with its creative steps (preparation، incubation، illumination، and verification)، led to greater student engagement in artistic practices. The model fostered creativity، enhanced collaborative skills، and improved teamwork. This contributed to increased academic achievement and the development of visual thinking in the perspective course.