TABLE OF CONTENTS
Title Page
Abstract
Table of Contents
CHAPTER ONE: INTRODUCTION
1.1 Background of the Problem
1.2 Statement of the Problem
1.3 Aims and Objectives of the Study
1.4 Research Questions
1.5 Basic Assumptions
1.6 Scope of the Study
1.7 Justification of the Study
1.8 Significance of the Study
1.9 Conceptual Framework
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Instructional Strategies
2.3 Environmental Factors which Affects Students
2.4 Socio-Cultural and Religious Factors
2.5 Gender and Art Teaching
2.6 Empirical Studies
2.7 Summary of Literature Review and Uniqueness of the Study
CHAPTER THREE: METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population and Sample
3.4 Research Instruments
3.5 Data Collection Procedures
3.6 Data Analysis and Technique
CHAPTER FOUR: DATA PRESENTATION, RESULTS AND DISCUSSIONS
4.1 Introduction
4.2 Demographic Distribution of the Respondents
4.3 Factors Affecting Students in Learning Cultural and Creative Arts
4.4 Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendations
References
Appendix
ABSTRACT
This study investigated An Examination Factors Affecting Students‟ Behaviour in Cultural and
Creative Artsin Junior Secondary Schools in Nasarawa State, Nigeria. The aim of the study was to identify the significant factors that affect students‟ behaviour in Cultural and Creative Arts among some selected secondary schools in Nasarawa State, Nigeria. The objective of the study is to ascertain if instructional strategies employed by art teachers have any significant influence on studentsbehaviour in Cultural and Creative Arts, assess the environmental factors (such as family, school, peers and the society) which affect students learning.Assess the socio-cultural and religious factors which influence students‟behaviour in learning Cultural and Creative Arts,and to determine if gender of students have influence on the students learning of Cultural and Creative Arts in Nasarawa State. The information gathered was analyzed using descriptive statistics.A stratified random sampling technique was used in the selection of the subjects in schools, in the case of the teachers; the art teachers responsible for teaching the art subject were selected.A 23- item questionnaire for students and a 22- item questionnaire for teachers were administered, and interview was conducted for students and teachers alike. A total of three hundred respondents comprising teachers and students from selected private and public secondary schools within Nasarawa, Keffi, Akwanga, Lafia, and Awe Local Government areas were selected for the study respectively. Pilot study was used for feasibility study to ensure that the ideas / methods behind the research are sound before launching into a larger study. In all, a total of fifty students and seven teachers were selected The populations for the pilot study were teachers and students, drawn from selected (private and public) secondary schools within Nasarawa, Keffi and Akwanga towns. This constituted the sample size used for the pilot study.After collecting the data obtained from the instruments, the mean scores of the data obtained were used to analyzeand determine the degree of the relationship of the variables involved through the use of the statistical package for social and scientific method [SPSS]. The researcher discovered in the study that poor methodology, socio cultural and religious views, environmental influence are factors against effective teaching of Cultural and Creative Arts. The researcher concluded by recommending that there is also the need to provide opportunities for learners to develop language, express feelings, ideas, and moods through Cultural and Creative Arts activities, because lack of past art experiences have a negative impact on attitude to art education.
CHAPTER ONE
INTRODUCTION
1.1 Background of the study.
Cultural and Creative Arts education is a subject which leads children towards the understanding and appreciation of arts and culture. It develops the creative skills and aesthetic sensibilities of children. It involves the philosophy, psychology and sociology of education in learning situation.Cultural and Creative Arts programme is designed to meet the professional needs of students who plan to specialize in Fine Arts, Drama, and Music. Creative Arts provide and trains teachers for the schools and colleges. Nigerian government realizes the importance of Cultural and Creative Arts and therefore include it in the National Policy on Education (Federal Ministry of Education,1981, 2004, 2007).The teaching of the subject is compulsory in Junior Secondary School and it is made optional at the senior secondary level. To ensure successful implementation of this programme, the federal government provided Cultural and Creative Arts syllabusfor all Junior Secondary Schools in Nigeria.
Crowder in Akolo (2000)perceived that a way of preserving the arts in Nigeria is to encourage effective teaching – learning through provision of adequate materials and funds. Funds are not adequately allocated to Cultural and Creative Arts Secondary Schoolsprincipals. There is need for attitudinal change on the part of parents, teachers and school administrators as suggestedby Olorukooba (1990; 2006); Mbahi,(1990; 2008). The attitudinal change on the part of the administrators is also part of the problem of the Cultural and Creative Arts. Teachers and students also make negative statements about Creative Arts to people in authority. Such attitudes have to change for the students to be receptive to the teaching of Cultural and Creative.....
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