Vol. 1 Issue 1 - 2024
The principal theme of art education in the twenty-first century is centred on development of critical thinking, creativity and innovation. This is so, due to the reason that the contemporary world desires these attributes to meet societal needs and overcome recurrent challenges. However, the extent to which students learn and are able to engage art theories in today’s art classes is considerably low, due to factors relating to art teachers’ competence in theoretical aspects of art. This quantitative study investigates the relationship between art teachers’ theoretical competence and students’ learning achievements in art theories at the senior secondary school level. A sample of 132 Visual Arts students were randomly selected from 11 Senior Secondary Schools in the six Education Districts of Lagos State; this sample consists of 86 male and 46 female students. It also involved 11 Visual Arts teachers in the selected Senior Secondary Schools. Pre-test and Post-test Achievement Test was administered across the selected schools. Data gathered was analysed using Correlation Analysis. Findings revealed that Visual Arts teachers’ competence in art theories is a factor in students’ learning of art theories and success in art theories’examination. The study therefore, concluded that teachers’ competence is a determinant factor in what students learn in art theories. Based on the findings, recommendations were made that visual arts teachers shoud embrace regular feedback and self-reflection on art theories and teaching practices.
Art theories, Competence, Visual arts, Operational Competence
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