Teaching methods and students’ performance in Fine Art in private secondary schools in Kakoba Division, Mbarara District

Abstract

This dissertation is about the study that was carried out to investigate the relationship between the teaching methods and students performance in Fine Art in Private Secondary Schools in Kakoba division, Mbarara district. The teacher-centred method and learner-centred method exemplified teaching methods whereas students‟ achievement in drawing or painting in still life, nature, craft A or graphics and original imaginative composition in colour exemplified students‟ performance in Fine Art. The study sought to investigate the relationship that exists between the teaching methods and students‟ performance in Fine Art. To guide the study, the following null hypotheses were tested; there is no significant difference between teacher-centred method, leaner-centred-method and students performance in Fine Art. The study was guided by the fact that students‟ performance in Fine Art was low compared to other division in national exams, Uganda Certificate of Education 2008.The study used quasi–experimental and interview design was adopted, using achievement tests and interview guides from sample of over 172 students and eight teachers private secondary school learners purposively selected from the accessible population. Quantitative data was analyzed using Pearson Product-Moment Correlation Coefficient at 0.05 level of significance and the results presented in tables. The magnitude of correlation coefficient was interpreted by Eyeball method and coefficient of determination r2. Qualitative data was analyzed using descriptive method. Quantitative results show that the experimental group performed better. Qualitative results shows methods have positive relationship with students‟ performance. The study concludes that teacher-centred and learner-centred medium of instruction have positive correlation with learners‟ outcome. Therefore the teacher-centred method need to be seriously considered for possibilities of reform and learner centred-teaching methods should therefore be given priority in teacher training institution.