TEACHING THE HOLY QUR’AN USING

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TEACHING THE HOLY QUR’AN USING

IMAGINATIVE ARTS AND ITS EFFECT ON CREATIVE THINKING: AN EXPERIMENTAL STUDY IN A SAUDI

SCHOOL, MALAYSIA

BY

SARAH ALI M AL ASMRI

A dissertation submitted in fulfilment of the requirement for the degree of Master of Education

(Teaching Thinking)

Kulliyyah of Education

International Islamic University Malaysia

OCTOBER 2015

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ABSTRACT

This study focuses on the effect of using imaginative arts in teaching the Holy Qur’an on creative thinking at the Saudi School in Kuala Lumpur, Malaysia. The sample for this study consisted of 40 second grade students in the school. They were divided equally into two groups of 20 each for the experimental and control group respectively. The researcher used the quasi-experimental research design in the investigation. In particular, the study investigated the effect of the imaginative arts on the students’ creativity in figural dimensions namely; fluency, flexibility, originality and elaboration. The Torrance test of Figural Dimension was applied to obtain the scores for each of the dimension. The independent sample t-test was used to examine the difference of the pre and posttest scores. The regression analysis was applied to investigate the effect and the relationship of the control and experimental group. The results of the tests showed that teaching the Holy Qur’an using imaginative arts has no strong effect on the respondents’ figural fluency and flexibility. The results also showed that there were no statistically significant differences between the pre and posttest of the experimental group with respect to fluency and flexibility. On the other hand, there were statistically significant differences in originality and elaboration between the pre and posttest of the experimental group. Based on these findings, it is suggested that Qur’anic teacher should apply different and effective methods of teaching the Holy Qur’an and not only focus on students’ memorization ability.

Qur’anic teachers should apply a variety of methods including imaginative arts so as to assist in the goal of memorization as well as to enhance their creativity.

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ثحبلا ةصلاخ

يركفتلا ىلع هرثأ و يمركلا نآرقلا سيردت في ليايلخا مسرلا مادختسا ىلع ةيلالحا ةساردلا زكرت في ًاديدتح ايزيلام في ةيدوعسلا ةسردلما في يعادبلإا نم ثحبلا ةنيع تنوكت .روبملااوك

يئادتبلاا نياثلا فصلا في ةبلاطو ابلاط ينعبرأ .

تم سنب ينتعوممج لىإ مهميسقت ب

سفنو ةبيرجتلا ةعوملمجا في ةبلاطو ابلاط نورشع كراش.ةيواستم وكراش ددعلا

ا ةعوملمجا في

مادختساب يمركلا نآرقلا سيردت رثأ رابتخلا ةبيرجتلا ةقيرطلا ةثحابلا تمدختسا.ةطباضلا ىلع هرثأ فشكل ًاديدتح فدته امك.بلاطلا عادبإ ىلع ليايلخا مسرلا بإ

نم بلاطلا عاد

ثيح ( قلاطلا ة ليصافتلاو ةلاصلأا ةنورلما )

نآرقلا سيردت نأ ةساردلا هذه جئاتن ترهظأ

تتبثأ ةساردلا نأ ينح في ةنورلما و ةقلاطلا ىلع رثأ هل سيل ليايلخا مسرلا مادختساب يمركلا سا ةطساوب هنأ ت

و ةلاصلأا ىلع رثُأ اله ناك يمركلا نآرقلا سيردت في ليايلخا مسرلا مادخ

لا تراشأ.ليصافتلا في جئاتن

ةيبيرجتلا ينتعوملمجا ينب فلاتخا دجوي لا هنأ لىإ ةيلالحا ةساردلا

ةقلاطلا نم لك في ةطباضلاو في فلاتخا كانه نأ دجو امنيب ةلاصلأاو ةنورلما,

يلبقلا رابتخلاا ينب ةيئاصحإ ةيهمأ كانه سيل هنأ ةساردلا هذه تتبثأ امك.ليصافتلا امنيب ةنورلماو ةقلاطلا في يدعبلاو ءانب .ليصافتلاو ةلاصلأا في ةيئاصحإ ةيهمأ دجوي لباقلما في

مدع و هسيردت قرطب مامتهلاا يمركلا نآرقلا يسردم ىلع يغبني هنأ حترقَي ,جئاتنلا هذه ىلع يركفتلا ىلع مبهلاط اوعجشي نأ ينسردلما ىلع يغبني هنأ امك .ظفلحا ىلع زيكترلاب ءافتكلاا نآرقلا صصح للاخ نم يعادبلإا نم فدلها قيقحتل يمركلا

.هظفحو نآرقلا ةءارق

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education in Teaching Thinking.

..………...………

Rosnani Hashim Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education in Teaching Thinking.

..………...………

Siti Rafiah Abd. Hamid Examiner

This dissertation was submitted to the Department of Social Foundations

&Educational Leadership and is accepted as a fulfilment of the requirement for the degree of Master of Education in Teaching Thinking.

..………...………

Azam Othman

Head, Department of Social Foundations & Educational Leadership

This dissertation was submitted to the Kulliyyah of Education and is accepted as a fulfilment of the requirement for the degree of Master of Education in Teaching Thinking.

..………...………

Nik Ahmad Hisham Ismail Dean, Kulliyyah of Education

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DECLARATION

I hereby declare that this dissertation is the outcomes of my own investigations, except where otherwise stated. Moreover, I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions.

Sarah Ali M Al Asmri

Signature ……… Date………..

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COPYRIGHT PAGE

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

TEACHING THE HOLY QUR’AN USING IMAGINATIVE ARTS AND ITS EFFECT ON CREATIVE THINKING: AN EXPERIMENTAL STUDY IN A SAUDI SCHOOL, MALAYSIA

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below.

1. Any material contained in or derived from this unpublished research may only be used by others in their writing with due to acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieval system and supply copies of this unpublished research if requested by other universities and research libraries.

Affirmed by Sarah Ali M Al Asmri

……….……

Signature

………..………

Date

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DEDICATION

For

My loving family, especially for my mother and dear brother Manswr and his wife.

Thank you so much and May Allah bless them.

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ACKNOWLEDGEMENTS

I take this opportunity to convey my sincere thanks to all those who have supported me in making this thesis possible and successful.

First and foremost, I would like to convey my profound gratitude to the Saudi Government for giving me the opportunity to further my postgraduate study which would not have been possible without the Saudi Government’s support. A special thank goes to Dr. Abdul Rahman AlFisel from the Saudi Arabia Cultural Attaché, Kuala Lumpur, Malaysia whose support is greatly appreciated and valued.

Very importantly, my deepest gratitude and sincere heartfelt thanks to my supervisor Prof. Rosnani bt Hashim, the former Dean of the Kulliyyah of Education for her support, patience, continuous motivation and immense knowledge. Her continuous guidance and encouragement helped me throughout the research and completion of this thesis. Without her support, I would not have been able to complete it.

My gratitude also goes to my lecturers especially Assoc. Prof. Dr. Siti Rafiah Abd. Hamid who enlightened me greatly on my research and who were always there for me whenever I need them.

I am also indebted to the administrative staff especially Puan Jalilah binti Zakaria and Puan Farhanah bt Zainuddin who were extremely helpful whenever I approached them. Never did they once turn me down whenever I need their assistance.

Also my gratitude goes to the International Islamic University Malaysia for allowing me to pursue my education. I would like to thank my family members, especially my brother who endured, supported and encouraged me throughout the programme.

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LIST OF TABLES

Table No. Page No.

2.1 Qur’anic Syllabus for the Primary Level 20

2.2 Ways to Develop Thinking through the Holy Qur’an 40

2.3 Meta -analysis of the Previous Studies 60

3.1 Research Questions and data analysis 77

4.1 Demographic data of the respondents 78

4.2 Cronbach Alpha of the Torrance test 79

4.3 Results of Regression Analysis for Effect of imaginative arts on

fluency 80

4.4 Effect of imaginative arts on flexibility 82

4.5 Effect of imaginative arts on Originality 82

4.6 Effect of imaginative arts on elaboration 83

4.7 Mean scores and Std. Deviation for the two groups in fluency 84 4.8 Independent samples t-test for figural fluency for the pretest of two

groups 84

4.9 Mean scores and Std. Deviation for the two groups in flexibility 85 4.10 Independent sample t-test for figural flexibility for the two groups 86 4.11 Mean scores and Std. Deviation for the two groups in originality 87 4.12 Independent sample t-test for figural originality for the pretest of

two groups 87

4.13 Mean scores and Std. Deviation for the two groups in elaboration 88 4.14 Independent sample t-Test for figural elaboration for the pretest of

two groups 89

4.15 Mean scores and Std. Deviation for the pre and posttest experimental

group in fluency 89

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4.16 Paired sample T-Test for figural fluency for the pre and posttest of

experimental group 90

group in flexibility 91

4.18 Paired sample T-Test for figural flexibility for the pre and posttest of

experimental group 92

group in originality 92

4.20 Paired sample T-Test for figural originality for the pre and posttest

of experimental group 93

group in elaboration 94

4.22 Paired sample T-Test for figural elaboration for the pre and posttest

of experimental group 95

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LIST OF FIGURES

Figure No. Page No.

2.1 The Concept of Creative Thinking 47

2.2 Conceptual Framework 65

3.1 Photos of Students Working Torrance Test 74

3.2 Photos of Students during the Experiment. 77

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CHAPTER ONE INTRODUCTION

1.1 BACKGROUND OF THE STUDY

God gives people a lot of blessings such as food, clothing, and mind. However, the blessings and gifts of mind are the most important things for human beings. Thinking is “a vital function of the mind (‘aql), a unique faculty that God has bestowed upon man” (Hashim, 2003, p. 27). Thinking is the function of a sound mind which no other creatures have. Every person has the capability of thinking because God gives this blessing to all people. Thinking is the essence of humanity and it is considered as the finest feature of humanity which distinguishes man from other creatures. (Badi &

Tajdin, 2005). God likens human beings who do not use their mind to think to animals because they have lost the essence of humanity. Hashim (2003), points out that, “God equates human beings who do not think to animals because they have lost their essence of being” (p. 28).

Thinking is associated with the creation of human beings. Since God created man He bestows on him the thinking faculty. The story of Adam (peace be upon him) is an example. Adam was given a powerful thinking sense and with this superiority the angels had to bow down before him.

Human’s consciousness about the world around him makes him frequently ask the meaning of existence, where he comes from, and for what purpose he is placed on this earth. Everyone has his or her own way to correctly answer these questions with the help of religion and philosophy. Islam requires people to use their minds. Human beings as Allah’s^CAbd (servants) have been given abilities and responsibilities that

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have not been given to other beings as it is mentioned in the Holy Qur’an verses; one of these abilities is the ability to think rationally.

A child learns to think before joining the school for formal learning and the function of the school remains to create the appropriate conditions for the growth of the skills that build up a child’s personality. Consequently, the supreme goal of education is the development of thinking in all its forms for each individual; hence, the role of educational institution is to prepare the individuals to be able to solve unexpected problems, have the ability to think in multiple perspectives and a variety of renewable positions. This is due to the fact that, individuals have a lot of decisions to make and they ought to bear responsibilities especially in adulthood. This fact seems clear in the reviewed literature on education related to Dewey, Skinner, Piaget, Ericsson, and Froehl, who suggest that students should learn how to think, and if they do not learn this in school, they will be unable to continue future education.

There is almost a common agreement among researchers who have written about the topic of thinking that it creates exciting opportunities to think; therefore, thinking should be a prime target in educational institutions. Thinking serves as providing the students with the tools which they need to be able to interact effectively with any type of information (El Mosherafy, 2003). So the issue of integrating teaching to think creatively into schools’ curriculum as well as its practical and educational importance is the issues related to the matter of growth and progress.

Creative thinking is an important type of thinking which Duffy (1998, pp. 4-6) summed up in several points, most notably that: creative thinking gives the individuals the opportunity to develop their abilities to the fullest extent possible, demonstrate the ability to think and communicate, express everything that is on their minds, discover the value of things, develop their multiple skills, understand themselves, understand

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others and enhance their confidence and face the challenges and meet the needs of the rapid changes in the world.

Creative people have multiple creativity capabilities which enable creative production. Many studies on the importance of creative abilities have defined creative thinking as individual potentials namely; fluency, flexibility, originality, sensitivity to problems, and fantasizing (El Mosherafy,2003). Creativity is a mental ability that exists in each individual with variety of percentages that differ from one person to another. On this basis, the most important educational goal which creative thinking seeks to achieve is the development of human societies. Furthermore, the childhood stage is considered as the fertile stage for the study of creativity. When creativity is not encouraged in childhood, it will become weak. Indeed, the issuance of the document of the Second Decade for the Protection of the Child (2000-2010) is a signal to rightful place of childhood as the center of attention, the origin of each future plan, and the prospects of each progress. Consequently, this document is to prepare creative children who are the adults of tomorrow and the hope for the future. In brief, it means the creative children of today are the innovative adults of tomorrow (Hamid, 2008).

This preparation should be through the children upbringing on a culture of innovation and creative thinking as the approach to dealing with life (El Mosherafy, 2003). It is a fact that creative thinking develops from early childhood when every child is a creative project and should be looked at from that perspective only.

Indeed, the teacher is the most important factor in teaching creative thinking because the results that should be achieved from the application of any program of teaching creative thinking depends largely on the quality of education practiced by the teacher inside the classroom. So the teachers must nurture creative thinking so that their students would emulate this behavior through everyday interaction that might, in

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turn, guarantee a better future for the coming generation in order to exhibit and practice creative behavior. As a result, teachers should be trained to use teaching methods that encourage creative thinking among their students in order to effectively increase the creativity. Here lies the importance of having a competent teacher who is able to develop creative thinking among his students. Numerous efforts have been made and they are still ongoing to make teachers creative thinkers. Recently, a number of researchers have addressed the relationship between the Holy Qur’an and creativity (Al-`Sharify, 2009; Maimany, 1986; Al-Arifi, 1991; Al-thubiti, 2003;

Ibrahim &Hanaisha, 2009). All of these studies focus on the thinking skills “creative and critical thinking” and their development through the Holy Qur’an.

Briefly, the first verse of the Holy Qur’an was the word “Iqra”, which means (read). “The first verse revealed to the Prophet Muhammad (SAS) urges Muslims to think and reflect on creation” (Hashim, 2003, p.28). Therefore, this is enough to explain the importance of thinking ability through reading, reflection, and understanding.

The Qur’an talks about the importance of thinking by mentioning a lot of thinking terminologies.

“The Qur’an talks about the importance of thinking largely such as:

Consider (Yaaqilun), understand (yafqahun), learn wisdom (yataffakarun), see (yanzurun), and foresight (yubserun), meditate (yaatabirun), speculate (yatadabbarun), and ponder (yaamalun). In other instances it is used phrases suchas: uli al albbab, uli al absaar, or ulinahiiin order to draw the attention to the functions of the mind.”

(Rayan, 2012, p.152).

The Holy Qur’an is considered as the first source of knowledge. In fact, the human being is a created being and he cannot know everything, nor does he have access to the information about the unseen world like the attributes of Allah, angels, and the events of the Day of Judgment without revelation. Therefore, Islam asks

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human beings to use their minds to contemplate because “the faculty of Tafakkur or reflection becomes one of the most important features that not only distinguishes man from other creatures, but also qualifies him to accomplish a pivotal role as civilization builder and mission conveyor” (Badi, 2005, p.1). Hence, the importance of thinking emerges here as the Qur’an asks people in many of its verses to use their minds to seek knowledge. So people will reach the facts and evidence by reading the Qur’an, and thinking and pondering over its meaning.

The Holy Qur’an is the most important source of knowledge for every Muslim.

The earliest Muslims relied on the Qur’an and the Prophet in all issues of life educationally, socially, politically, economically etc. They worked under the guidance of the Holy Qur’an in all conditions in their life. In the following generation, they advanced and developed in various fields; their civilization flourished, and other nations on the earth benefited from them. On the other hand, the Muslims today lag behind all other nations. They imitate and follow other people’s development. They ignore the recitation, study, and application of the Holy Qur’an. (Al-`Sharify, 2009).

They do not refer to it as the guidance book especially in the field of social sciences which education is a part of. They rely on western sciences instead. Thus, they do not distinguish between the truth and falsehood because they do not rely on the methodological standards derived from the Holy Qur’an (Hanaishah, 2009). The main reason of this ignorance is the pedagogy of teaching the Holy Qur’an.

The pedagogies of teaching the Holy Qur’an in most of the schools in Saudi Arabia mainly focus on memorization of the verses without thinking critically and creatively on the verses read. Some of the Qur’anic teachers use face to face traditional pedagogies to teach students the Holy Qur’an in the classrooms. The traditional pedagogy requires the teachers to read the verses and ask the students to

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repeat after them. Some of the teachers explain the meaning of the verses, while some prefer students to listen to them and discuss the meaning of Ayaht with students later (Al-Sharify, 2009). Moreover, Al-Khatib (2009) discusses that some teachers divide students into groups, read the first verse to them, ask the first group to repeat the verse after they stop, and ask each group to repeat the same verse. Al-Khatib (2009) further states that there are some teachers who tend to ask the best students in the class to read the verses one after the other, while other students would be asked to listen, and the teacher explains the meaning of verses. It can be argued that, using traditional pedagogy to teach the Holy Qur’an will not yield any desirable results since this pedagogy does not encourage thinking and reflection both of which are the main goals of teaching the Holy Qur’an.

Furthermore, the importance of teaching the Qur’an should be known to each instructional level especially for the elementary grade because the ability of students to memorize and be creative in this level is strong and this has an impact on the students themselves and also their minds. According to Al-Zahrani (2012), psychologists have pointed out that primary school students have a better ability to memorize, and this ability grows on afterward. Therefore, the researchers argue that there is a need to conduct a study to examine the effects of teaching the Holy Qur’an using imaginative arts and creativity to primary school students due to the fact that most students rely on memorization and forget what they memorize later on due to not thinking about it (Al thubiti, 2003).

1.2 STATEMENT OF PROBLEM

Islam encourages thinking creatively and critically. As it is known, the Holy Qur’an is considered to be the most important source to show how Islam encourages critical and

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creative thinking. Based on this importance, the Holy Qur’an has received the great status in education in Saudi Arabia. Despite this importance, and the fact that students in Saudi Arabia study the Holy Qur’an a lot, most of them cannot think creatively and critically (Al-Ghaily& Al-Manswer, 2009; Al-Sobiai2003). This is because the Qur’anic teachers focus more on memorization of Qur’anic verses rather than encouraging students to think critically and creatively about the memorized verses.

Some of the teachers read and interpret the meaning of verses to the students without asking them to think on their own. In addition, the study of Al-Thubiti (2003) and Hanaisha (2009) showed that the syllabus of teaching the Holy Qur’an in Saudi Arabia focuses on memorization of verses and the person who memorizes the Holy Qur’an (Hafiz) but not on the effects of teaching the Qur’an in assisting Hafiz to meditate on the verses. As a result nobody seems to be using methods which ask students to reflect or think on the verses. This is contrary to the goal of teaching the Holy Qur’an which requires thinking in addition to memorizing it because since God created man, He bestows on him the thinking faculty.

In spite of the attention that the Ministry of Saudi Arabia pays to the Qur’anic pedagogy in schools, there is not much research conducted to examine the Qur’anic pedagogy and its effects on the development of creative thinking in Saudi schools (Al-Zahrani, 2012). The problem the pedagogy of the Holy Qur’an is facing in Saudi Arabian schools is not in the lack of study only, but Al-Sharifi (2009), Ibrahim (2009), Al-Thubiti (2003), and Alotaibi (2014) also found that teaching the Holy Qur’an in Saudi Arabia relies on rote memorization which cannot help students to think or reflect on the verses read. Therefore, the aim of this study is to investigate teaching the Qur’an by means of imaginative arts and its effects on creative thinking

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abilities among the second grade primary students in the Saudi school in Kuala Lumpur.

1.3 PURPOSE OF THE STUDY

This study aims to:

1- Investigate the relationship between teaching the Holy Qur’an using imaginative arts and students’ creativity.

2- Examine the effects of teaching the Holy Qur’an using imaginative arts on student’s creativity. In particular it desires to investigate its effects on student’s creativity in:

a- Figural fluency b- Figural flexibility c- Figural originality d- Figural elaboration

1.4 RESEARCH QUESTIONS

The researcher attempts to answer the following research questions:

1. Is there any relationship between teaching the Holy Qur’an using imaginative arts and students’ creativity?

2. Is there any effect of teaching the Holy Qur’an using imaginative arts on creative thinking with respect to:

a- Figural fluency?

b- Figural flexibility?

c- Figural originality?

d- Figural elaboration?

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1- There is no statistically significant relationship between teaching the Holy Qur’an using imaginative arts and students’ creativity?

2- There is no statistically significant difference between the pretest of the control and the pretest of the experimental group in creative thinking with respect to:

a- Figural fluency b- Figural flexibility C-Figural originality d- Figural elaboration

3- There is no statistically significant difference between the pre and post-test of the experimental group with respect to:

a- Figural fluency b- Figural flexibility C-Figural originality d- Figural elaboration

1.6 SIGNIFICANCE OF THE STUDY

This study is significant for various reasons for it will help the Qur’anic teachers to improve the methods of teaching the Holy Qur’an, the students to improve their creativity, the educational supervisors to know how the Holy Qur’an can develop creative thinking and revise the policy of education towards it, the educational researchers who are interested in creative thinking to link the creativity with the Holy Qur’an and the Ministry of education to support the Qur’anic teachers’ training in

TEACHING THE HOLY QUR’AN USING

TEACHING THE HOLY QUR’AN USING

IMAGINATIVE ARTS AND ITS EFFECT ON CREATIVE THINKING: AN EXPERIMENTAL STUDY IN A SAUDI

SCHOOL, MALAYSIA

BY

SARAH ALI M AL ASMRI

A dissertation submitted in fulfilment of the requirement for the degree of Master of Education

(Teaching Thinking)

Kulliyyah of Education

International Islamic University Malaysia

OCTOBER 2015

ABSTRACT

ثحبلا ةصلاخ

يئادتبلاا نياثلا فصلا في ةبلاطو ابلاط ينعبرأ .

تم سنب ينتعوممج لىإ مهميسقت ب

سفنو ةبيرجتلا ةعوملمجا في ةبلاطو ابلاط نورشع كراش.ةيواستم وكراش ددعلا

ا ةعوملمجا في

مادختساب يمركلا نآرقلا سيردت رثأ رابتخلا ةبيرجتلا ةقيرطلا ةثحابلا تمدختسا.ةطباضلا ىلع هرثأ فشكل ًاديدتح فدته امك.بلاطلا عادبإ ىلع ليايلخا مسرلا بإ

نم بلاطلا عاد

ثيح ( قلاطلا ة ليصافتلاو ةلاصلأا ةنورلما )

نآرقلا سيردت نأ ةساردلا هذه جئاتن ترهظأ

تتبثأ ةساردلا نأ ينح في ةنورلما و ةقلاطلا ىلع رثأ هل سيل ليايلخا مسرلا مادختساب يمركلا سا ةطساوب هنأ ت

و ةلاصلأا ىلع رثُأ اله ناك يمركلا نآرقلا سيردت في ليايلخا مسرلا مادخ

لا تراشأ.ليصافتلا في جئاتن

ةيبيرجتلا ينتعوملمجا ينب فلاتخا دجوي لا هنأ لىإ ةيلالحا ةساردلا

ةقلاطلا نم لك في ةطباضلاو في فلاتخا كانه نأ دجو امنيب ةلاصلأاو ةنورلما,

.هظفحو نآرقلا ةءارق

APPROVAL PAGE

DECLARATION

COPYRIGHT PAGE

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

TEACHING THE HOLY QUR’AN USING IMAGINATIVE ARTS AND ITS EFFECT ON CREATIVE THINKING: AN EXPERIMENTAL STUDY IN A SAUDI SCHOOL, MALAYSIA

DEDICATION

For

My loving family, especially for my mother and dear brother Manswr and his wife.

Thank you so much and May Allah bless them.

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

CHAPTER ONE INTRODUCTION