Effects of the use of systematic approach on students’ understanding of tonal values in tertiary institutions

Abstract

The study investigated the effect of systematic approach on students’ understanding of tonal values in painting in tertiary institutions. The study was designed to if syllabus B students (students without prior knowledge of art) will perform comparably to syllabus A (students that have prior knowledge of Fine Arts) in the correct application of tonal values. One research question and one hypothesis were put forward for the study. The design of this study was quasi-experimental and the non-equivalent control group design was used. Two intact classes were used, eight subjects in Syllabus B, and six in Syllabus A. The instrument for data collection was the painting tasks administered to the subjects. The results showed that the null hypothesis was retained implying that the performance of the two groups was comparable. The approach therefore, was not only effective, but improved beginning students understanding of painting.