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SECONDARY SCHOOL TEACHERS’ ATTITUDES TOWARDS COMMUNITY RESOURCES FOR TEACHING VISUAL ARTS IN KWARA STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study investigates the attitudes of secondary school teachers in Kwara State towards community resources for teaching visual arts. Visual arts education plays a crucial role in fostering creativity, critical thinking, and cultural appreciation among students. Community resources, such as museums, galleries, and local artists, offer valuable opportunities for teachers to enhance their instructional practices and provide students with a holistic learning experience.
The study employs a mixed-methods research design, combining quantitative surveys and qualitative interviews, to gather data from a sample of secondary school teachers in Kwara State. The quantitative data provide insights into teachers’ perceptions of the availability, accessibility, and utilization of community resources for teaching visual arts. The qualitative data offer a deeper understanding of the factors influencing teachers’ attitudes towards community resources, including their experiences, beliefs, and perceived challenges.
Preliminary findings reveal that while secondary school teachers in Kwara State recognize the potential benefits of community resources for teaching visual arts, there are several factors that shape their attitudes and utilization patterns. Teachers expressed positive attitudes towards community resources, citing the enrichment of classroom instruction, exposure to diverse artistic expressions, and the promotion of cultural heritage. However, challenges such as limited access to resources, lack of funding, and inadequate support systems were identified as barriers to effective utilization.
The study highlights the importance of creating supportive environments that facilitate teachers’ access to community resources for teaching visual arts. Policy implications include the need for increased investment in arts education infrastructure, teacher professional development programs, and collaborations between schools and community stakeholders. By addressing these challenges, policymakers and educational institutions can enhance the quality of visual arts education and promote a well-rounded educational experience for secondary school students in Kwara State.
Keywords: secondary school teachers, visual arts education, community resources, attitudes, Kwara State.
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