Innovare Journal of Education

Pre-School Teachers’ Views on the Impact of Visual Arts Education on Early Childhood Education

Vasiliki Vasilaki — 2024-07-01

The current study explores the impact of visual arts education on early childhood, highlighting its role in enhancing creativity, imagination, and emotional expression in pre-school children. It explores the perspectives of pre-school teachers on the importance of visual arts in children’s development and the challenges they face when integrating the arts into the curriculum. The study used quantitative and qualitative research methods. The study highlights how pre-school educators value the visual arts for its potential to enhance cognitive and social skills and how demographic factors influence these perceptions. In addition, it explores the practical aspects of art education, including classroom management and resource allocation, to offer a comprehensive view of the current state and future potential of visual arts in early childhood education. Finally, this research contributes to a deeper understanding of the central role of the visual arts in early education. It highlights the need for supportive educational policies and resources to enrich the learning environment.

The Effect of Improvised Computer-Based Software Package on Secondary School Students’ Achievement and Attitude Towards Mathematics

Etukudo Udobia Elijah — 2024-07-01

The study was conducted to determine the effect of improvised computer-based software on the achievement and attitude of senior secondary school students towards mathematics. Fifteen secondary school mathematics teachers were trained to produce a computer-based software package and use the package to teach ‘graphical solution to quadratic equations’ to senior secondary class one (SSCI) students. A total sample of 1487 SSCI students was used in the study: 745 students in the 15 secondary schools purposively selected on the rationale of their closeness to a computer center, used as the experimental group, and 742 students from the 15 schools randomly selected for use as the control group. Pre-test, post-test, and quasi-experimental research designs were used to conduct the study. Fifteen intact classes were simultaneously used for treatment in the experimental and control groups. The experimental groups were taught with computers using the computer-based software package on teaching graphical solutions to quadratics equations produced by their teacher, while the control groups were taught using the conventional strategy. The result reveals a significant difference in academic achievement between students taught with improvised computer-based software packages and those taught using the conventional strategy. The mean achievement score of 73% and standard deviation of 9% was obtained from the experimental group, while the control group had a mean achievement of 57% and standard deviation of 5%.

Similarly, the experimental group had an attitude test score of 82% and a standard deviation of 6%, while the control group had a mean attitude test score of 59% and a standard deviation of 11%. This gave the calculated value of the t-test as t = 42.3 for achievement and t = 50.1 for attitude, showing a significant difference in achievement and attitude between the experimental and control groups. Thus, an improvised computer-based software package is more effective in teaching mathematics than the conventional strategy. Hence, improvising computer-based software for teaching and learning is highly recommended.

Artificial Intelligence (AI) Towards Students’ Academic Performance

Leovigildo Lito D. Mallillin — 2024-07-01

The study examines the impact of artificial intelligence (AI) on students’ academic performance, focusing on factors such as improved student performance, attitudes toward learning, motivation for study habits, and learning mechanisms. Further, it aims to evaluate and analyze how AI enhances student academic outcomes. A mixed-methods approach, incorporating focus group discussions (FGD), was used to gather quantitative and qualitative data. Random sampling was employed to select a sample size of 100 respondents based on predefined criteria. The results indicate that AI effectively targets the specific learning needs of students, facilitating comprehensive and improved learning experiences. It identifies struggling learners and provides necessary interventions and support to enhance their academic performance.

Additionally, AI accurately measures and enhances students’ attitudes toward learning, offering deeper insights into the learning process. It also boosts students’ motivation toward study habits and learning behavior. Furthermore, AI’s adaptive learning mechanisms guide students’ learning processes and provide valuable feedback.