Using a Computerised Graphics Package to Achieve a Technology-Oriented Classroom

Abstract

The present situation in Nigeria involves students of fine arts, a practicaloriented subject, being exposed to poor methods of teaching with consequent poor performances. This study examined the extent to which the use of a computerised graphics package could make the classroom technology-oriented and affect the performance of learners. This is predicated on the theoretical frameworks of constructivism and Gagne's learning theory. The research design is the pretest-posttest control group design. The research instruments are the Graphic Design Achievement Test designed from the Revised Minnesota Paper Form Board Test and CorelDraw 10. They were administered to 60 junior secondary school students selected using stratified random sampling. The results show a significant difference in the performance of students exposed to the computerised graphics package as those exposed to the computerised graphics package performed significantly better in graphics than those exposed to the conventional teaching methods.

Integrating Technology in Art Education in Nigerian Education System: The Need for an Effective Pedagogical Approach

“…For example Hawkin (2012), state that art programs in many schools in America were forced to close as a result of budget cut. In Nigeria despite the fact that the foundation for art in the Nigerian educational system has been laid in the Nigeria National policy on education, art is however neglected in the curriculum at all levels of Nigeria education system (Aladejana and Idowu, 2009). The teaching of the subject is characterized by lack of well-equipped art studios, instructional resources for effective teaching and qualified teachers (Onwuagboke, 2002;Adeyanju, 2003).…”

“…The adoption of technology in the learning environment has been variously canvassed as the panacea and found to increase students' performance in many course offerings including fine arts (Aladejana and Idowu, 2009;Abbass, 2011;Appiah and Cronje, 2013). However, it has also been said that it has the tendency of hindering learning if inappropriately used in the classroom (Bransford, Brown and Cocking, 1999).…”