Abstract

The primary aim of this research is to explore the obstacles to creativity within the effective teaching and learning process. The research method employed is descriptive-analytical. In the qualitative component, interviews were conducted with several lecturers, while the quantitative aspect involved selecting 350 students based on the Krejcie  and Morgan table, utilizing stratified sampling. The research instrument was a researcher-made questionnaire. A total of 40 faculty members were selected from a population of 600 through cluster sampling to evaluate their performance. The findings in the qualitative section indicated the lecturers' concern about grading and suggested that it is better to reduce it. In the quantitative analysis, student feedback indicated that the lecturers prioritized creativity, achieving a score of 4.06, which exceeds the average score of 3.5. The performance of academic faculty members is not significantly different in terms of faculty, academic rank, and age, but it is different in terms of gender and teaching experience. According to this research, creativity is essential, and the teaching method of faculty members and students' learning pays attention to the creative process.

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