A Comparative Analysis of Students’ Achievement in Virtual Arts and Selected Instructional Strategies in Creative Arts in Nigeria

Aiyedun Emmanuel Olugbenga, Olufunmilola Ogunlade, Aderonke Soetan


This experimental study compared the effectiveness of three instructional strategies for upper basic eight classes in Creative Arts in Nigeria. 674 participants were involved. Virtual Arts instructional strategy group consisted of 212 students; 198 for demonstration and 264 for the cooperative instructional strategies. Male and female participants were 315 and 359 respectively; while public and private schools had 389 and 285 participants. Pretest was administered on each of the groups before instructions were carried out according to the identified instructional strategies. Drawing and painting was the content area of Creative Arts subject employed; then the posttest to assess the effectiveness of the instructional strategies. The study revealed that all students improved achievement with each of the three instructional strategies, but Virtual Arts group showed most improvement, while demonstration group did more than the cooperative group. There was significant gender difference in the achievement of upper basic male and female students when taught using Virtual Arts, Demonstration and Cooperative strategies respectively. Virtual Arts, Demonstration and Cooperative strategies had significant main effect on upper basic students’ achievement in Creative Arts in both public and private schools.

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