Undergraduate students' art appreciation test scores improved progressively across pre-test, middle-test and post-test under an Anderson's-model teaching module¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Mean test scores rose from 28.82 (pre-test) to 43.56 (middle-test) to 61.12 (post-test) for the 33 students. → Subramaniam et al. 2016

Evidence¶

Subramaniam et al. 2016¶

Maithreyi Subramaniam, Ruzaika Omar Basaree, Jaffri Hanafi, Abu Talib Putih. (2016). Combining Anderson's Model in the Teaching of Art Appreciation for Undergraduate Students. li-manager's Journal of Educational Technology, Vol. 3(13), October - December 2016. https://eric.ed.gov/?id=EJ1133234

q2 · i? · causal · r1

Single-group interrupted time-series study of 33 students in creative communication design 3; Table 1 reports descriptive means and standard deviations for the three tests, with no inferential test statistic printed for the gain.

"In the pre-test, the mean score is 28.82 (SD=10.55), but there is an improvement in the middle test with a mean score of 43.56 (SD=10.02). In the post-test, the mean score is 61.12 (SD=8.46) indicates students have performed better in their final test."

Discussion¶

Related Claims¶

• Students' studio art production scores improved across lesson 1, lesson 7 and lesson 14 during the module — related
• Test scores and studio art production scores showed moderate positive correlations at all three measurement points — related
• Students excelled in perceptual analysis, reaction and personal interpretation but performed weakest in synthesis across the five Anderson dimensions — related