Effects of Two and Three-Dimensional Visual Objects on the Acquisition of Drawing Skills among JSS1 Students in Osun State, Nigeria
Bibliographic record
Abstract
The study examined the effects of two and three dimensional visual objects on learners’ drawing skills in juniorsecondary schools in OsunState.Nigeria.It also determined students’ ability to identify visual objects. Furthermore, itinvestigated the comparative effectiveness of two and three dimensional visual objects on drawing skills of juniorsecondary school students.The study employed the pretest, post- test experimental design. The study populationconsisted of all junior secondary school one students in Osun State. Three junior secondary schools were purposivelyselected from Atakumosa Local Government Area of Osun State. A sample of 120 JSS1 students was selected from thethree schools using stratified sampling techniques with sex as stratum. These were later randomly assigned into twoexperimental and one control groups. The first experimental group was taught drawing using three-dimensional visualobjects; the second experimental group was taught using two-dimensional visual objects, while group three the controlgroup was taught using conventional method. The research instrument was a Visual Object Achievement Test (VOAT).This was administered as pre test and post test. Data gathered were analyzed using ANOVA and t-test statistics.Theresults showed that there was a significant difference in the basic drawing skills of learners taught with visual objectsand those taught without visual objects (F = 14.163, p< 0.05). The results also showed that there was a significantdifference in the identification ability of learners taught with two and three dimensional visual objects and those taughtwith conventional method. (F = 4.599, p< 0.05).The study concluded that the use of two and three dimensional objectswill anhance drawing skills.Furthermore, the results showed that there was no significant difference in the acquisition of drawing skills betweenmale and female students who were taught using two and three dimensional visual objects (t = 2.02, p< 0.05 ).The study concluded that the use of two and three-dimensional visual objects significantly enhanced students’ drawingability.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".