The Relationship Between Project-Based Assessments and Students’ Creativity in Secondary Schools (Published)
This study investigates the relationship between the frequency of project-based assessments and the enhancement of creativity among secondary school students. Employing a mixed-methods approach, data were collected from a sample of 100 students, 55 teachers and 02 academic masters across two secondary schools. The findings reveal a significant positive correlation between the regular implementation of project-based assessments and elevated levels of creativity in students. Specifically, students who frequently engaged in project-based tasks demonstrated higher creative thinking and problem-solving skills compared to those with less exposure. The results suggest that project-based assessments are a valuable tool in fostering creativity, an essential skill in today’s dynamic educational landscape. However, challenges such as time constraints and resource limitations were identified, indicating a need for further support and resources to maximize the effectiveness of these assessments. The study concludes by recommending increased professional development for teachers and more structured integration of project-based learning into the curriculum to enhance student creativity further.
Keywords: Collaborative Learning, Project-Based Learning, Secondary Education, Students Creativity, creativity development, project-based assessments, student engagement
Online Teaching Course to Develop Students’ Creativity in Handmade Embroidery (Published)
The present study aimed to identify the effectiveness of an online course in comparison with face-to-face teaching in the development of students’ creative thinking enrolled in Handmade Embroidery course at the Department of Home Economics at the Faculty of Education, at Najran University. To achieve this aim, an creative thinking test regarding the content of Handmade Embroidery course was developed. Learning Management System Blackboard provided by the eLearning Deanship ant Najran University was also used in the design and production of the online course. The experimental approach was used through the experiment application to (50) students in their fourth level at the college of education. Participant students were divided into two groups of (25) students in each. The control group was taught via Face-to-Face learning, while the online course was used to teach participants in the experimental group. Findings proved the effectiveness of online course in developing students’ overall creative thinking and mainly their flexibility and authenticity abilities whereas it was not effective in developing their fluency skill.
Keywords: Handmade Embroidery, Online Teaching Course, Students Creativity