The impact of the Nardo model on achievement and creative thinking among geography students in subjects of secondary education and educational administration

Aims: The research aims to identify the effect of Nardo model on achievement and creative thinking among students of the Geography Department in the subjects of secondary education and educational administration. To achieve the research objective, the researcher created the following two null hypotheses: 1- There is no statistically significant difference at the level of (0.05) between the average achievement scores of the students of the experimental group who studied the subjects of secondary education and educational administration, according to the Nardo model, and the average scores of the students of the control group who studied the same subject according to the traditional method in the post-achievement test. 2- There is no statistically significant difference at the level of (0.05) between the average scores of the students of the experimental group who studied the subject of secondary education and educational administration, according to the Nardo model, and the average scores of the control group who studied the same subject according to the traditional method in the creative thinking test. Methodology: The research community included all second-year students, Geography Department, College of Education, Al-Mustansiriya University. The researcher adopted the experimental method, which includes the experimental and control groups with a post-test. The research sample was chosen intentionally, and its number reached (66) male and female students, with (33) in each class. For the purpose of applying the experiment, a class was chosen randomly to represent the experimental group, while another class represents the control group. In light of the content of the scientific material, the researcher formulated a number of behavioral objectives according to Bloom's levels (knowledge, understanding, application), amounting to (76) behavioral objectives, and prepared teaching plans for the two research groups amounting to (13) plans for each group. The test tool was based on two tests (the post-achievement test and the creative thinking test (prepared by Alsaid Khairallah). The psychometric properties of each of the two tests were tested, and the two tests were applied to the sample of the two research groups at the end of the experiment. The data were analyzed using the statistical package (SPSS). Results: After analyzing the data, the results showed the following: There is a statistically significant difference between the average scores of the students of the experimental group and the average scores of the students of the control group in the post-achievement test, in favor of the students of the experimental group. There is a statistically significant difference between the average scores of the students of the experimental group and the average scores of the students of the control group in the post-creative thinking test, in favor of the experimental group. Conclusions: It can be concluded that the study demonstrates the effectiveness of the Nardo model in enhancing both academic achievement and creative thinking among geography students. These results highlight the model’s potential as a valuable teaching strategy in higher education and suggest the need for broader application and further research across other disciplines and contexts. Based on these results, a set of recommendations and proposals were formulated for conducting future studies.