The Effect of the Idea Nomination Strategy on the Achievement of Art Education Students in the Aesthetic Education Subject

Background: Teaching strategies play a crucial role in enhancing student learning outcomes, particularly in the field of art education where creativity and comprehension are essential. The idea nomination strategy has recently gained attention as an instructional method that promotes active participation and knowledge retention. Objective: This study aims to examine the impact of applying the idea nomination strategy on the academic achievement of art education students in the subject of aesthetic education. Methodology: The researcher adopted a quasi-experimental design with partial control. The study population comprised second-year students (morning study) from the Art Education Department, College of Fine Arts, University of Baghdad, during the academic year 2023–2024 (N = 94). A random sample of 47 students was selected and divided into two groups: Section A (experimental group), which was taught using the idea nomination strategy and Section B (control group), which was taught using conventional methods. A 30-item achievement test was constructed, validated, and tested for reliability. Appropriate statistical analyses were applied to compare group performance. Results: Findings revealed statistically significant differences at the 0.05 level between the mean scores of the experimental and control groups, in favour of the experimental group. This indicates that the use of the idea nomination strategy contributed to raising the achievement level of students in aesthetic education. Conclusion: The study concludes that implementing the idea nomination strategy enhances comprehension, knowledge retention, and achievement in art education. It is recommended that educators adopt this strategy in teaching aesthetic education to improve learning outcomes and foster creative engagement.