- Title page……………………………………………………………………i
Declaration………………………………………………………………….ii
Certification…………………………………………………………………iii
Dedication…………………………………………………………………..iv
Acknowledgements…………………………………………………………v
Abstract……………………………………………………………………..vi
Table of Content……………………………………………………………vii
List of Tables …………………………………………………………….. xi
List of Appendixes…………………………………………………………xii
Definition of Terms…………………………………………………………xiii
Chapter ONE
INTRODUCTION
- 1.0Introduction…………………………………………………………….1
- 1.1Background of the Study………………………………………………..1
- 1.2Statement of the Study…………………………………………………..3
- 1.3Aim and Objectives of the Study……………………………………….4
- 1.4Research Questions……………………………………………………..4
- 1.5Justification of the Study………………………………………………..5
- 1.6Significance of the Study………………………………………………..5
- 1.7Basic Assumptions………………………………………………………5
- 1.8Scope and Limitation of the Study……………………………………..6
- 1.9Organization of the Study………………………………………………6CHAPTER TWO
LITERATURE REVIEW
- 2.0Introduction……………………………………………………………..7
- 2.1Conceptual framework…………………………………………………..7
- 2.2Fostering Critical Thinking in Socratic Method…………………………9
- 2.3The use of Socratic Method……………………………………………..10
2.3.1Socratic Instruction…………………………………………….11
2.
- 3.2Socratic Discussion……………………………………………12
- 2.4Concept of Brain Storming (Osborn)……………………………………13
- 2.5Discussion method……………………………………………………….17
- 2.6The Importance of Fine Arts in Classroom……………………………..21
2.7Art Appreciation…………………………………………………………..22
- 2.8The Subject Area of Fine Arts……………………………………………23
- 2.9Attitude towards Art by Teachers and Students…………………………26
- 2.10Strategies of Teaching Fine Arts………………………………………..28
- 2.11Conventional Teaching Method in Arts………..………………………30
- 2.12Previous Related Studies (Empirical)…………………………………..31
- 2.13Summary………………………………………………………………..33
viii
Chapter THREE
RESEARCH METHODOLOGY
- 3.0Introduction……………………………………………………………..36
- 3.1Research Design………………………………………………………….36
- 3.2Population…………………………………………………………………36
- 3.3Sample and Sample Procedure……………………………………………36
- 3.4Instrumentation…………………………………………………………….37
- 3.5Pilot Test……………………………………………………………………38
- 3.6Data Collection Procedure …………………………………………………
- 38.
- 3.7Data Analysis……………………………………………………………….39
Chapter FOUR
DATA PRESENTATION AND ANALYSIS
- DATA PERESNTATION, RESULTS AND DISCUSSION
- 4.0Introduction…………………………………………………………………40
- 4.1Data Analysis of Research Question One……………………………………51
- 4.2Data Analysis of Research Question Two…………………………………..52
- 4.3Data Analysis of Research Question Three………………………………….53
- 4.4Discussion of the Major Findings…………………………………………….54
ix
Chapter FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
- CONCLUSION AND RECOMMENDATIONS
- 5.0Introduction………………………………………………………………….56
- 5.1Summary………………………………………………………………………56
- 5.2Conclusion…………………………………………………………………….57
- 5.3Recommendations…………………………………………………………….57
References………………………………………………………………………..56
Thesis Abstract
This study was carried out to determine the effects of Socratic Method on student‘s art performance in secondary schools in Kaduna Metropolis Nigeria. The specific objectives are to find out students performance when exposed to Socratic Method, determine if male students will perform better than female students when exposed to the Socratic Method, and determine if Socratic Method would have any effect on students performance in fine arts in both private and public schools. The study was a quasi-experimental design where pre-test and post-test control and experimental group was used. Forty (40) fine arts students (boys and girls) from four selected secondary schools were involved in the study. Simple random sampling was used to select the students. The instrument used for the study was a self-designed Art Appreciation Test (AAT) consisted of twenty (20) multiple choice items which was administered personally by the researcher for the collection of data. Obtained data was analyzed in frequency and percentage. The major findings obtained revealed that students perform better in fine art when taught using Socratic Method as compared to the conventional method. Female students are better in fine art performance when taught using Socratic Method. Private schools perform better than public schools when taught using Socratic Method. Based on the findings from the study, it was concluded that Students perform better in art when taught using Socratic Method as compared to conventional method. It was recommended that the teaching of art would be highly effective if art teachers start to use innovative teaching techniques such as Socratic Method to enhance the cognitive performance of art students.