INTRODUCTION
Cultural and Creative
Arts (CCA) programme
is an amalgamation of fine and applied arts, music, and drama. The
infusion of knowledge, skills, attitude and values in the several components of CCA enhance
entrepreneurial skill acquisition which begets good theatrical performance and good art works (masterpiece). These
types of art products make the
learner achieve self fulfillment and actualization (Buoro, 2000). Each
component of CCA, including studio
activities, develops skills with the artistic process that enhances the learners’ understanding of the subject.
Such skills which the learners acquire from CCA activities enable them to produce works which are also end
products in the process of artist’s productions (Ogumor, 2002).
Cultural and Creative Arts curriculum was first
proposed in Nigeria in the Lagos Curriculum
Conference of 1969 to be one of the six core curricula used in the primary school (Olaosebikan, 1982). It was stated in the conference that
one of the aims of CCA is to use it
to impart to learners cultural and practical values of society to which they
belong. According to Olaosebikan, CCA
is like a catalyst that speeds up and controls the process of cultural diffusion in a most meaningful
way that will give the Nigerian child a sense of direction and sound judgment to re-enact the Nigerian cultural
heritage. The subject is also aimed
at expressing the emotions, experiences, ideas and feelings, beyond the reach
of language. Hence the subject was
very much recognized and rated by Wangboje (1982) as the foundation programme that would serve the needs of students in
developing their creative imagination, self-realization, self actualization as well as sharpening intelligence and
creativity. A truly creative and well-educated person learns how to work
with his/her hands, head and every
kind of work can be noble when a person gives it his/her best effort (Buoro, 2002). This suggests
that CCA programme
can offer manipulative skills for human development.
The programme will be able to produce creative, patriotic, and productive Nigerians
who will contribute optimally to national
development (Orlean, 2009).
Consequently, in 1971, the Nigerian Education
Research and Development Council (NERDC)
organized a workshop where specialists in drama, education, music, fine and applied arts met to spell out what the
programme should cover for the secondary school education level. As a result of the conference, CCA programme
was adopted for secondary education
but due to logistic problems such as lack of instructional resources and
qualified teachers, the programme
could not start until the introduction of the 9-Year Universal Basic Education (UBE) in 2008 (NERDC, 2007). The
curriculum stated that CCA should be made core
and compulsory subject at the UBE levels which consist of Lower Basic Education (primary 1 - 3); Middle Basic (primary
four to six); and Upper Basic Junior Secondary
School (JSS 1- JSS 3). The learning activities in the curriculum for CCA
are exciting, interesting and gainful
with useful knowledge and skill acquisition. This type of curriculum, Omole (2007) contends, is strategically packaged
to build confidence in the recipients.
The practical values which CCA inculcates in the
learners include expressing the emotions,
experiences, ideas and feelings, beyond the reach of language. If the programme is well implemented, it will also develop ones personality in
terms of cognitive, affective, and
psychomotor behaviours. For the cognitive, CCA trains individuals on the
expression of conceptualized ideas and feelings through art work. On the affective domain,
it deals with the development of aesthetic values in individuals. On the psychomotor domain, the
programme trains individuals to use their hands in the construction of
useful objects. This is in line with
the cognitive, affective and psychomotor behaviours aimed at in education. The educational objectives can be achieved
with the Universal Basic Education curriculum,
which has well articulated
activities for teachers and
students.
The philosophy of the Basic Education curriculum according to NERDC (2008:2) is that every learner who has gone through 9 years of Basic Education
should have acquired
appropriate levels of numeracy, manipulative, communicative and life-long
skills as well as the ethical, moral, and civic values needed for laying a solid foundation for live-long learning as a basis for scientific and reflective thinking. Also that the new curriculum, among others, will provide the basis for: “Acquisition of
scientific and technological skills, inculcation
of value re-orientation; civic and moral responsibility as well as good family living,
acquisition of skills for poverty
eradication, laying the foundation for knowledge and application
of ICT”.
Cultural and Creative
Arts curriculum for junior secondary
school (JSS1-3) aims at contributing its quota in the realization of the purpose of Universal
Basic Education and in turn,
meet up with the challenges of global reforms such as Millennium Development Goals (MDGS) and National Economic
Empowerment Development Strategies (NEEDS), which have their focus on poverty reduction, wealth creation and empowerment of people through
education. Cultural and Creative Arts will help to equip learners with knowledge and skills for self employment which is relevant
to dynamic human society and culture if properly taught in schools with relevant and
adequate instructional resources. It can also train people in a number of professions such as sculpture, graphic communication, textile design, ceramics, dance, drama to mention but a
few.
Such capacity training can be offered by CCA because
it is structured as a broad field curriculum design, which is the
outcome of a few courses that combined with specific areas of related
subjects into large fields to eliminate the single subject
compartmentalization and atomization of learning. It also cuts across subject
area boundaries which provide
a comprehensive knowledge for the learner. It facilitates more functional organization of learning
because the learner can draw experiences from the wider subject area to solve contemporary problems (Offorma, 2002). CCA
should to be taught in a holistic manner in order to bridge the gaps that exist between the separated subjects
(NERDC, 2008). Meanwhile some teachers and students do not take the
subject seriously as a career,
especially, at the JSS level. It is noticeable in schools that teachers in JSS
level teach more of theory lessons
than practical in CCA which is as a result of scarcity of commercial resources such as plastercine,
poster colour, and acrylic colour. The students are equally denied the use of commercial resources due to their
scarcity. Both the teachers and the
students tend to lack the awareness of exploring local resources in the
teaching and learning of CCA as a
vocational subject as stipulated in the UBE curriculum. In the new curriculum, NERDC (2008) points out that the review and restructuring of the basic education
is imperative. It was established that the implementation of the new curriculum had no chance of succeeding if the issue
of paucity of instructional resources was not
addressed frontally. At the same time, it was obvious that even if all
resources for education were
channeled towards procurement of instructional materials, the demand for
materials would still not be met.
Cultural and Creative Arts as part of UBE curriculum
require as much as the material resources for its implementation. Local resources which can also be used for the teaching
and learning of CCA are yet to be verified for their efficacy. In view of that, there is the need to find out the effect of local resources on students’ achievement and interest in CCA.
As a vocational subject, CCA involves a lot of
practical work which require the use of
instructional materials. Local resources
can be used to create
music (sound or audio tapes), dance, drama, drawing, paintings,
sculpture of hero and heroine; tie and dye, pottery- making, wood-carving, dance and drama either by individual
learners or group of learners or by teachers’
demonstration (NERDC, 2009).
Activities in CCA are practically oriented and can
expose the students to acquire manipulative
skills, knowledge, and practical values. That is why the teaching and learning of CCA require a lot of resources. There are two categories of materials which can be used to implement CCA programme. One is local
materials while the other is commercialized materials.
Both forms of materials seem to be capable of engaging the learners feeling, intellect, sensibility and impulse when
they come in contact with them. Local materials are available and cheap while the commercial materials
are scarce and costly and when commercial materials are not available, it
dampens the zeal of teachers and students and
makes teaching and learning less interactive.
Commercial art materials
are standard or conventional art materials, tools and equipment which are used for the teaching and learning of CCA. These commercial materials are manufactured on a
large-scale and on commercial basis meant to cover a wide range of geographical areas. However,
teachers and students may not be able to easily afford such art materials
because of the exorbitant prices at which they are sold. Such commercialized
materials include poster colours, plastercine, plaster of paris (POP), french curve,
catridge paper, canvas,
indian ink, pelican
oil tubes, piano,
guitar to mention
but a
few. These types of materials are mainly foreign and imported; hence they
are scarce, expensive and very
difficult to find even in big shops in Nigerian cities. This situation is worse in public schools where majority of
the students come from low income parents and
guardians who cannot afford the high prices of commercial materials. Adequate materials are required by students who are
interested in role-play, make-
belief, exploration and construction work expressed in artistic style, still, commercial materials which should enhance
these activities are lacking in schools . With the scarcity of resources, there
seem to be lack of appeal and drudgery
associated with teaching
and learning of Cultural and Creative Arts.
The scarcity of commercial materials makes learners
passive in class instructions because teachers
no longer use instructional materials
for teaching. It is when such commercial materials are no longer sufficient and readily available
that one thinks of exploring the environment where local
materials are richly deposited. According to Kogi (2000), local materials are natural materials that are found in
a particular place or area and are
useful for art work in. The dearth of commercial art materials has necessitated
the use of local resources. In view of this, the Nigerian Educational Research and Development Council (NERDC) developed a handbook for teachers on the
development of instructional materials
from local resources. The local resources for the teaching and learning of CCA
are numerous. They include clay,
wood, raffia, seeds, pebbles, shells, beads, ropes, animal hair (fur), leather, dyes, wax, starch,
calabash, coconut shells, husks and local colours. Kogi (2006) explained that it is a type of material used in a
picture, story or film/movie, to make objects look real and interesting. If these local resources are employed by teachers and
students, they can improve
the scarce situations that bedevil the teaching and learning of CCA.
In implementing the CCA curriculum, enough
instructional materials are required for effective teaching
and learning. This is because
the instructional materials
provide opportunity for the
students to be busy and active thereby increasing their participation in CCA lessons. If any method of teaching is
not facilitated with relevant and appropriate
instructional materials, the students are motivated to have interest in
CCA. If learners are not properly motivated, the tendency is that their interests and achievements in CCA may be low.
One of the notable local art materials is clay. It is
located in the villages, towns and countryside
as deposit in the ground, processed and used for moulding of pots, portraits
and slabs for tiles. The utility of clay ranges from designing
storage object, to decorative plaques. The incentive for the use of
local resources is that they enhance creativity and curiosity which can lead to wide exploration of natural resources
by the teachers and students. Meanwhile teachers and students
are ignorant of how and where to explore local
resources. It is believed that why teachers
teach with concrete
instructional resource materials is for the students to have
quick understanding of concepts and development of skills which will enable students to practice a number of CCA
activities. The commercial resources
which arouse the interest of the learners in the teaching/learning process have
been lacking in school (Kogi,
2000). The availability of such commercialized materials might have been affected
by the federal government policy on import restriction which consequently
led to the scarcity of imported resources
in schools (Ngaem &
Udeagha, 2000). They wrote also that few ones found in Nigerian
markets are very expensive hence
no longer affordable. The students who come from low income parents and
guardians cannot afford the high
prices of commercial resources.
Instructional resources can only be properly handled
by trained teachers in order to implement
educational programmes well. According to FGN (2004) no education can arise above the quality of its teachers. This
means that teachers are important in implementing educational programmes. The teacher is an organizer,
facilitator, director, manager, in the classroom. Ukeje (1980:21)
contends that “we cannot expect
quality education without quality teachers”. Specialist teachers are required to implement the curriculum.
On the other hand, teachers have the inability to
identify local resources. They have continued
to use the materials they were exposed to during their pre-service training
many years ago and this habit is
often difficult for them to change (NERDC, 2009). They fail to understand that if local materials are
properly harnessed, they may serve as substitutes to commercial resources in teaching and learning of CCA. The
incentive for the use of local resources is that they enhance creativity and curiosity
which can lead to widening the exploration of natural resources by the teachers and students (Otugo, 1998).
In interpreting and implementing the CCA curriculum,
the teacher should consider the
psychology of the learners in terms of their stages of artistic development.
This enables the teacher to present
teaching material by sequencing from simple to complex so that the teaching materials will be beneficial to
the learners. Teaching, according to Akimpelu in Offorma (1994:134), “is a deliberate effort by a mature and
experienced person to impart information,
knowledge, skills and so on to an immature or less experienced person through a process that is morally and
pedagogically accepted”. In the same vein, Ngwoke (1995) states, that teaching is a systematic activity
deliberately engaged by someone to facilitate
the
learning of intended
worthwhile knowledge, skills,
values, and getting
the necessary feedback.
Local resources which are
easily sourced from the villages, towns and local environments
can enhance effective teaching and learning. If teachers motivate the learners adequately with local resources relevant to learning
experience in Cultural
and Creative Arts, the effect of such resources may engage the child’s intellect, intuition, feeling, imagination, sensation and impulse.
Training of CCA teachers is very important
so as to be able to facilitate
instruction by using resources
effectively. The trained
teachers can enhance
students’ interest and achievement
with directed activity method and free activity method, which use instructional resources extensively (Wamgboje in Ogboji,
2008). These methods also require a lot of materials
for students to be motivated into action and to progress in their activities.
In directed activity, the teacher
assigns tasks to students to solve. Continually, the teacher directs the students to apply the
strategies for the use materials in tackling the art task until they produce art work to the taste of the teacher. The use of directed activity
method does not give children freedom to act from their experiences.
In free activity method, the teacher only supervises
their activities while the learners continue
to practice until they achieve art work from their creativity. Free activity
methods that encourage students’
active participation in CCA include project method, assignment method, and discussion method. Some
teachers tend to neglect some of these methods that can really make impact on the students. These methods provide
the opportunity for students’ creative
use of various art materials in CCA. The students at the Basic Education level
are at the age of curiosity and may
be familiar with some local resources proposed for them. So there is
need for teachers to encourage students to use them.
Other techniques that can use local resources are
concomitant to free activity method and they include drama, songs, games, story-telling, role-play, debate, case study, simulation,
demonstration, group discussion, brainstorming, play and questions. In using
the methods and resources, teachers
are instructional decision makers who organize and manage their classrooms and resource materials
for the benefit of the students (Offorma, 2002). An effective CCA teacher utilizes the resources as motivation for
the students to encounter the content
of a lesson. Resources that are cheap and sourced locally can be used for all
the components of CCA. They can intensify
students’ awareness, sense of creativity and enjoyment of
nature and life in the society. The learning experiences in music, dance and drama offer opportunity for self identification for social purposes.
This is because the themes in CCA activities emanate from
philosophy, social, moral and historical spheres of life.
The impact of the values a person gets from CCA is
the basis of his social outlook, interest
and value, good character and conduct in human life. It means that the use of
local resources in the school can be
transferred to other subject areas and put into practice outside school. For example, if a person learns
how to use local resource in making a variety of complex forms and subtle qualities of lines, shapes, colours,
voice, body movement and actions from
CCA themes at the UBE level, he/she has acquired powers or experiences which are carried over into daily life.
Apart from being a professional artist, everyone who engages in CCA activities has the opportunity for some kind of
artistic expression such as tie and
dye, and bead making. Art works such as painting, sculpture, graphics,
textiles, drama, dance and music
performance can be executed
using local resources.
The quest for sustainable instructional resources led
to exploration of local resources for
the teaching and learning of Cultural and Creative Arts. The use of local
resources is crucial because it can
inculcate entrepreneurial skills for economic development. Children’s ability to learn depends on their age and
they learn better with concrete materials, which involve all their senses of sight, touch, taste, smell, and
hearing (Offorma, 2002). These senses
when excited or aroused in the learners through instructional resources bring
about active participation in class instruction.
The utilization of instructional resource
materials makes both the teachers
and students effective
in the class. According to (Nwoji, 2003), resource utilization is the process of managing and organizing
resources within the environment for teaching and learning. She categorized resources as people, materials,
equipment, and tools which are available
in the community, town, state or country and remain latent and untapped if not harnessed for utilization. While human
resources are tutorial and non tutorial staff, students and other persons that work in the school, the resource
materials include visuals, maps, charts, pictures, specimens and real objects as well as local resources.
It is necessary
to advocate for the use of local resources as an alternative to commercial resources
in implementing CCA programme because they abound in the local environment and local resources are
equally affordable. They are sourced within the locality where they are used by skilled hands as simple tools (NTI,
2000). Teachers and students can avail
themselves of the opportunity of laying their hands on such art materials in
their localities. Also, if the local
resources are utilized, the understanding of concepts in CCA will be easy to learn by students. For
instance, there are some students who would only need to see the subject
matter to be learnt presented
in pictures, drawings,
or modeling and catch the
message. These students need opportunities to get up from their seats and
make use of their hands and body, to
enjoy learning (Anaduaka, 2008). If the available local resources are numerous and available and used in
teaching and learning CCA, they can serve as substitute to commercial
materials which are scarce and lacking in schools.
From the researcher’s observation and visits to
schools, students lack commercial materials
and there seems to be lack of appeal and high incidence of drudgery associated with the teaching
of Cultural and Creative Arts when resources
are scarce. The ugly situation renders both the teachers and
students helpless in the teaching and learning of most CCA contents. According to Otugo (1998), music learning cannot
achieve the predetermined purposeful
change in the behaviour of the learner without adequate provision and proper utilization of instructional resources. In
music, such western instruments like electric piano, guitar and trumpet
are scarce in schools. Badamasi,
Modupe, Uche and Hope (1995) contend
that art materials such as poster colours and plastercine are very expensive
and difficult to be provided by
teachers and students. They opine that since Nigeria is blessed with natural resources from which local
art materials can be derived; there is urgent need to explore their use in CCA.
On the use of instructional materials, Chira and Obi (1999), maintained that lessons in CCA are supposed to be practical but
due to lack of necessary materials and facilities for learning, they are turned into theory lessons. They maintain
that there is problem of lack of resource materials
and Cultural and Creative Arts cannot be well taught without such materials.
Furthermore, Ngaem and Udeagha (2000) also observed that instructional art materials are lacking in schools and it is
a major problem militating against the effective learning of Cultural
and Creative Arts. In view of the above, it is obvious that CCA requires
some art materials that will be readily available and which will serve as
a substitute to commercial art
materials. Onoja and Ugwu (2005) emphasized that the continued mass failure in drama was as a result of
non-availability of instructional resources and facilities which make students to naturally lose interest.
It has been suggested that the use of local art resources
which are cheap and available
may serve as substitute to commercial ones which are scarce. Teachers
and students feel daunted to
do variety of art works due to their inability to develop appropriate materials from local resources which
abound in the local environment. This poses problems in the teaching and learning of CCA. If local materials are
effectively utilized in learning CCA,
they may likely arouse student’s interest and in turn raise their academic
achievement in the subject.
Interest is a very important
factor affecting learners’
participation in school activities.
Children are prone to playing with objects and artifacts which tend to arouse
their interest in activities. Teachers
also use instructional resources to arouse
interest in the students.
Instructional resources tend to motivate learners into action, hence when they
are lacking, learners cannot lay
their hands on them. This variably results in lack of interest on the part of the learners. According to
Princeton (2010) interest is a sense of concern with and curiosity about someone or something. Instructional resource
materials in CCA have the power of
attracting or holding one’s power of creativity and originality which enhances
the creative ingenuity in a person.
Creativity is a matter of the mind which is disposed to create ideas and make individuals to rearrange existing
patterns to get something novel and spectacular (Nnach, 2009). When learning
activities like the one in CCA, arouse interest in the learner, learning
becomes more significant, meaningful and enjoyable
(Offorma, 2002).
If relevant and appropriate instructional resources are utilized in
teaching and learning of CCA, they may enhance achievement of students in the subject.
Achievement of students can be low or high and has
been recognized as natural phenomena
in the school. Some students fail to do well because of not being interested
in, either the content presented or
the instructional resources are not available. The weakness students’ exhibit in some school subjects
confirms that something is wrong in the way such subjects are taught. According to Habor–Peters in Anaduaka
(2008), some of the factors responsible
for poor performance of students emanate from sources which are psychological and environmental. According to Okonmah
(2010), music text books, tools, equipment and
workshop which make teaching and learning effective are not easy to come
by. She opined that musical
instruments make music what they are and whereby they are not available, the teaching and learning of it become
uninteresting. Drama is also affected in the way it is taught with inadequate instructional resources due their scarcity (Buoro, 2000). He wrote that lack of instructional resources in
the area of music and drama tends to affect learners’ achievement in music and drama components of CCA. Nevertheless
he said that indigenous resource materials may be a way out
in the learning of drama in schools.
From the
foregoing, the utilization of
resource materials which abound in local environment may equally enhance the
teaching and learning of CCA and make
students learn very well. Therefore,
there is the need to investigate their level of achievement in CCA when
local and commercial resources are used differently.
Besides, gender differences in performance in a
learning environment are recognized as
an important focus in research (Udeze, 2008). Boys and girls have psychological
feelings of different degrees of intelligence and creativity. Culturally, boys and girls
have peculiar
ways of behaving and thinking. This orientation stems from the homes
where they perform different roles or
functions (Kleinfield, 2000). Kleinfield reported that this attitude is also carried over to school. While boys may be
drawn to subjects such as science and physical
education in schools, girls may be drawn to subjects such as social
studies and arts. He noted that
girls consistently score higher grades at school in virtually most art subjects
while Gunn (2003) asserted that
females often perform better than males in languages and liberal arts. Therefore, there is need to determine the
influence of gender on students’ performance in CCA using local resources.
Another, important factor that may enhance or mar
teaching and learning of CCA is school
location. Facilities and infrastructure are such factors that may differ with
urban and rural schools. Many
researchers have shown interest in determining whether school location has effect on achievement and interest of
school children. According to Uzoegwu (2004,
P.12) “the location of school determines so many things that are
important in learning such as
learning facilities, infrastructure and the class size among others. Adequate
provision for or lack of these
facilities may facilitate or hinder learning”. School location may also affect the outcome of local resources’
utilization in the teaching and learning of CCA, hence there is need
to carry out further research in
this area.
In selecting resources
for teaching and learning, Berky (2007) expressed
that availability and
effective use of instructional materials have major influence on the selection of teaching methods.
It is surprising that local resources are available in the local environment
but students are not familiar with them. This may be as a result of lack of awareness of the efficacy in using them.
Commercial resources which are lacking in schools have adverse effect
on CCA teaching/learning in terms
of achievement and interest. Students
are not aroused or motivated when instructional materials are not
available in school; hence achievement and interest of students are adversely affected.
In the light of this study therefore, it is necessary to verify the
effect of utilization of local resources on students’ achievement and
interest in CCA.
Cultural and Creative Arts is one of the subjects
introduced in the 9-Year Basic Education by the Federal Government of Nigeria as part of educational reform in the education
sector. Nigeria is undergoing social change which necessitated that indigenous technology should be vigorously pursued yet, many classrooms where indigenous technology should be emphasized, and lack
local resources that can arouse the interest of students. The neglect of local resources was due to the Western
education that brought foreign influences in schools, including
imported educational resources
which are now lacking in schools.
Consequently, the researcher observed during his
visit to some schools that the CCA is taught without enough instructional resources, thereby hampering participation and performance of
students in CCA. This may be as a result of lack of foreign and commercial CCA materials which were extensively used
in the past but are no longer accessible to both students and their teachers which is the concern of this study.
The scarcity was also due to the
inflation and global economic
melt-down which affected
Nigerian foreign exchange
and importation of some goods into the country, of which CCA
instructional resources were part. As
a result many commercial art materials for art works were contraband and no
longer found in the open market.
The teachers and students who were using foreign
materials find it difficult to change to
local resources which can easily be sourced from the environment. This
situation makes teachers resort to verbalization of contents which otherwise would require concrete
instructional resources. The students are not left out in the neglect of
local resources. They avoid working
on options involving such resource materials in mosaic, mural painting, calabash, pottery, clay, raffia and
xylophone. Their scarcity also makes
teachers present instructional resources
haphazardly and deny learners the opportunity of laying their hands on the relevant instructional resources. The efficacy of local resources in CCA
instruction is not known. The problem of this study, therefore, is absence of
information on effects of local
resources on achievement and interest of male and female students in Cultural
and Creative Arts.
The general purpose of this study is to find out the
effect of the type of resources on junior
secondary school students’ achievement and interest in Cultural and Creative
Arts. Specifically, the study aimed at finding out:
1. effect of type of resources on students’ achievement in Cultural and Creative Arts.
2. effect of type of resources on students’ interest
in Cultural and Creative
Arts.
3. influence of gender on achievement of students in Cultural and Creative Arts when taught
with local resources.
4. influence of gender on the interest of students
in Cultural and Creative Arts when taught
with local resources.
5. influence of location on achievement of students in Cultural and Creative Arts when taught
with local resources.
6. influence of location on the interest
of students in Cultural and Creative Arts when taught
with local resources.
7. Interaction
effect of type of instructional resources and gender on students’ achievement in Cultural
and Creative Arts.
8. Interaction effect
of type of instructional resources
and gender on students’ interest
in Cultural and Creative Arts.
9. Interaction effect of type of instructional resources and school location on students’ achievement in Cultural and Creative Arts.
10. Interaction effect of type of instructional resources
and school location
on students’ interest in Cultural and Creative Arts.
This study will be practically significant to
teachers, students, curriculum planners, textbooks writers
and art practitioners in the society. This study also has theoretical significance which deals with theories and their influence on
the teaching and learning of CCA
using local resources. The cognitive art theories relate to how a child’s art
is affected by the neurophysiologic
state of the organism, its personality and its environment as guiding principles for the teaching and learning
of CCA. The theories focus on artistic development of children in terms of their expression with material
resources. The outcome of this study will
help to clarify how adequate the use of local resources is in the process of
teaching and learning of CCA
and their effect on learners - interest, achievement, gender, and location.
The finding of this study will also be significant to
teachers because through the dissemination of the information, they will aware of the use of local resources
as substitute to commercial
resources for the teaching and learning of CCA.
To students, the findings of this study will help
them to use local resources that are readily
available from their environment at affordable prices. Local materials are
efficacious to achieve
proficiency in CCA works.
The findings will provide curriculum planners with
information about local resources which
they will incorporate in the curriculum of CCA for the Universal Basic
Education. This will make the CCA programme more
functional in schools.
Furthermore, textbook writers
will have an opportunity to produce new textual materials on local resources. This will
also provide them with the correct information about local resources which will be
a substitute to commercial materials.
Besides, this study will provide information to art
professional bodies on the local resources
as alternative to commercial CCA
materials. This information will be
publicized in the professional
journals which are sources of information dissemination. The information will help to make local resources popular.
Such professional bodies include: Nigerian
Society of Education through Art (NSEA), Nigerian Society of Artists
(NSA), Post Primary Art Teachers’ Association (PPATA), etc.
Finally, this study will contribute to knowledge
regarding local resources and their effect
on gender in the teaching and learning of CCA. It will generate interest of
researchers who will also replicate
this type of studies to confirm whether or not the utilization of local resources
will affect the achievement and interest of students in CCA.
The study was conducted in Nsukka Local Government Area of Enugu State, Nigeria. The study examined the effect of
utilization of local resources on achievement and interest of male and female
students in visual arts, music and
drama (CCA) in Junior Secondary
School Two (JSS 11) based on school location.
Four units drawn from JSS 11 Cultural and Creative Arts
(CCA) curriculum were used for the study. They are:
1. Acquisition of CCA skills in:
a) Drawing and painting.
b) Colour tonality
(application of light
and shade on object).
2. Kinds of music, staff, clef, listening, dance, keyboard
and ensemble.
3. Clay preparation and modelling.
4. Play, cast and dramatization
These topics were chosen because of their importance
as the foundation for other topics in
Cultural and Creative Arts. Both local and commercial resources were used by teachers and students for this study. Five variables
were considered in this study. There were achievement and interest as dependent variables
while local resources,
gender and location
as independent variables.
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