The Effectiveness of the Generative Model Supported by Visual Representations in Developing Visual Intelligence Skills among Third-Grade Students

Abstract

This study aimed to investigate the effectiveness of the generative model supported by visual representations in developing visual intelligence skills in science among third-grade students. To achieve this, a quasi-experimental design was used. A teacher's guide was developed to teach the material according to the generative model supported by visual representations, and a scale for visual intelligence skills was created. The scale items measured four sub-dimensions in the students: visual reading, visual discrimination, information analysis, and relationship perception. The validity and reliability of the scale were verified. The study sample consisted of (71) male and female third-grade students from Tamadher Bint Amr Basic Mixed School, affiliated with the Directorate of Education for the Ruseifa District, during the second semester of the 2025/2026 academic year. The students were divided into two sections, one of which was randomly assigned as the experimental group (35 students) and the other as the control group (36) students. The results showed statistically significant differences at the significance level (α=0.05) between the mean scores of the students in the experimental and control groups on the visual intelligence skills scale and in all its skills, in favor of the experimental group that studied using the generative model supported by visual representations.