The Interaction Effect between the Flipped classroom model (Traditional / Productive Failure) and Learning Style (Active/ Reflctive) for Developing Personal and productive creativity skills of postgraduate students

Document Type : Original Article

Authors

1 Department of Educational and Psychological Sciences, Faculty of Specific Education, South Valley University

2 PhD in Instructional Technology College education quality South Valley University Information Technology (STEM Dakahlia)

Abstract

Summary of the research:
The aim of the current research is to investigate the effect of the interaction between the Flipped classroom model (traditional/ production failures) and the learning style (active/reflective) in developing productive and personal creativity skills among graduate students specializing in art education, where the number of the sample was (22) male/female students Postgraduate studies majoring in art education. The students were divided into (4) experimental groups (2×2) and the number of students was according to the active learning method (10) and reflective learning (12).
The experimental approach with the experimental design with four groups was used
The results concluded: the presence of a statistically significant difference in favor of the active learning style, and in favor of the production failures that in the productivity and personality creativity scales, and the absence of a statistically significant difference for the interaction effect in the dimensional application of the productive creativity scale, and the personal creativity scale.

Key word:
The Flipped classroom model (Traditional / Productive Failure), Learning Style (Active/ Reflctive), productive creativity skills, Personal creativity skills

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