Computer Instructional Approach and Students' Creative Ability in Sculpture Education in Nigeria Universities: Obafemi Awolowo University as a Case Study

Autor/in	Abass, Bada Tayo
Titel	Computer Instructional Approach and Students' Creative Ability in Sculpture Education in Nigeria Universities: Obafemi Awolowo University as a Case Study
Quelle	In: World Journal of Education, 1 (2011) 2, S.130-135 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Creativity; Sculpture; Universities; Case Studies; Foreign Countries; Pretests Posttests; Control Groups; Statistical Analysis; Teaching Methods; Computer Assisted Instruction; College Students; Art Education; Experimental Groups; Nigeria + Suchen Sie Ihr Suchwort? Kreativität; Bildhauerei; University; Universität; Case study; Fallstudie; Case Study; Ausland; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Collegestudent; Arts; Education; Art in Education; Kunst; Bildung; Erziehung
Abstract	This paper assessed the use of computer assisted instruction in enhancing students' creative ability in sculpture education in Obafemi Awolowo University, Ile-Ife. The study adopted non- randomized pretest, posttest control group. Data were analyzed using mean, standard deviation and analysis of Covariance (ANCOVA). The mean score were used in testing the only research hypothesis. There was no significant difference in students' creativity ability in sculpture when taught using computer instructional and conventional approach. The results of data analysis using Analysis of Covariance (ANCOVA) and Scheffe post-hoc showed that students with high and average creative ability benefited most than their counterparts in conventional teaching methods. It was concluded that application of computer in learning environment has significant influence on the student's performances in sculpture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04