The Role of Creative Teaching Strategies in Alleviating Academic Anxiety Among University Students
Keywords:
Creative Teaching Strategies, Academic Anxiety Reduction, University Students, Experimental Design, Intellectual CuriosityAbstract
The current study aims to investigate "the role of creative teaching strategies in alleviating academic anxiety among university students." The researcher employed an experimental design with partial control that included two comparable groups: an experimental group and a control group, in line with the research conditions.The researcher intentionally selected students from Tikrit University as a pilot sample, and first-year students from the College of Education for Human Sciences, Department of Educational and Psychological Sciences, as the experimental sample for the scholarly year (2025-2026). Using a random selection process, Section (B) was designated as the experimental group, consisting of 30 students who engaged with the creative teaching method, whereas Section (A) was appointed as the control group, consisting of 32 students who learned through the traditional approach. Before launching the experiment, the researcher confirmed statistical similarity among students in both groups concerning various factors that could influence the outcome, specifically: age in months, last year's GPA from the sixth preparatory grade, results from the Raven Progressive Matrices Intelligence Test, fathers' educational levels, mothers' educational levels, and initial scores on the academic anxiety reduction scale. The researcher determined the educational content to be delivered, which encompassed the initial and subsequent chapters of the "Psychology" textbook prescribed for the first stage in the Department of Educational and Psychological Sciences. Based on the content, the researcher formulated behavioral objectives across four levels and prepared 16 model lesson plans for each group. The researcher employed two instruments to assess the research variables: the first was an achievement test consisting of 35 items, whose validity, reliability, and discrimination index were verified, and statistical analyses were performed on its items. Additionally, the researcher developed a intelligent curiosity scale, that in its ending form contained 34 items, with verified validity, reliability, and discrimination. After developing the experiment, the investigator executed two together research forms to the study groups, Following data collection, the research dossier were resolved utilizing appropriate mathematical methods, disclosing the following results: 1.There is a statistically important distinctness at the (0.05) level middle from two points the mean scores of the exploratory group scholars and those of the control group in the success test, preferring the exploratory group. 2.A statistically meaningful dissimilarity was discovered at the (0.05) level betwixt the mean scores of the exploratory group undergraduates and those of the control group on the post-test intelligent interest scale, preferring the exploratory group.3. The results explained a statistically important dissimilarity at the (0.05) level in the mean dissimilarities 'tween the pre-test and post-test scores of the exploratory group juniors on the intelligent interest scale, pampering the post-test.
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