The Influence of Problem-Based Learning on Drawing Ability

178 Pages·2014·0.78 MB·English

by  John Krenik

Walden University

College of Education

This is to certify that the doctoral dissertation by

John Krenik

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. John Flohr, Committee Chairperson, Education Faculty
Dr. Edward Graham, Committee Member, Education Faculty
Dr. Denise Dunn-Reynolds, University Reviewer, Education Faculty

Chief Academic Officer
Eric Riedel, Ph.D.

Walden University
2014

I
The Influence of Problem-Based Learning on Drawing Ability
by
John Krenik

MAE, University of Massachusetts, 1994
BS, Mankato State University, 1980

Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy
Education

Walden University
May 2014
Abstract
II
Abstract
Learning skill in visual arts has been positively associated with problem-based-learning
(PBL). Although researchers theorize that PBL engages students to increase learning,
many visual arts instructors continue to use skill-based learning (SBL) in their
classrooms. The purpose of this study was to address the differences in Clark's Drawing
Abilities Test (CDAT) scores between 7th grade visual art students taught through the
framework of PBL (N = 26) and those taught through SBL (N = 55). The study was
guided by the conceptual framework of PBL. The method of inquiry was a quasi-
experimental design with a nonequivalent external control group design and pretest-
posttest. Clark reported reliability and validity measures from previous studies, and
scoring validity was obtained by enlisting experts at CDAT Publishers to assess content..
Data analysis from a t test revealed that a decrease in posttest scores among the PBL
group, possibly due to resentful demoralization, as students became discouraged from the
emphasis on standardized testing during the study. Although the results were skewed, this
study provides insights into the ways that teaching drawing promotes an understanding of
visual art concepts of interest to students, parents, faculty, administration, institutions,
and the visual art education profession. Positive social change includes promoting skill
development in problem finding and problem solving, decision making, critical thinking,
and using artistic expressive properties. This study also demonstrates the effect high
stakes testing can have on some students.
III
The Influence of Problem-Based Learning on Drawing Ability
by
John Krenik

MAE, University of Massachusetts, 1994
BS, Mankato State University, 1980

Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy
Education

Walden University
May 2014
IV
Dedication
This dissertation is dedicated to people of all ages who struggle with their
drawing ability.
.
V
Acknowledgments
I thank Dr. John Flohr, my academic mentor/advisor and committee chair, for his
persistent help maintaining high quality of work throughout my PhD program and
continuous coaxing toward successful academic achievement. I also thank Dr. Edward
Graham, my qualitative methodologist on my dissertation committee, who worked
diligently with me to help make the methodology for this dissertation most appropriate
for its unique method of design. I thank Dr. Denise Dunn-Reynolds from URR who gave
a fresh perspective on the study. I acknowledge and thank Dr. Gilbert Clark for his
sincere and dedicated help, encouragement, and permission to use Clark’s Drawing
Ability Test. Most importantly, I wish to thank participating visual arts educators and
their administrators for allowing me to use data.
VI
i

Table of Contents
List of Tables ..................................................................................................................... vi

List of Figures ................................................................................................................... vii

Chapter 1: Introduction to the Study ................................................................................... 1

Introduction ................................................................................................................... 1

Background ................................................................................................................... 1

Problem Statement ........................................................................................................ 3

Purpose of the Study ..................................................................................................... 6

Research Question and Hypotheses .............................................................................. 7

Research Question .................................................................................................. 7

Null Hypotheses ...................................................................................................... 7

Alternative Hypotheses ........................................................................................... 7

Conceptual Framework ................................................................................................. 8

Nature of the Study ..................................................................................................... 13

Definitions ................................................................................................................... 16

Assumptions ................................................................................................................ 18

Scope….. ............................................................................................................... 18

Limitations ............................................................................................................ 19

Significance ................................................................................................................. 21

Summary ..................................................................................................................... 24

Chapter 2: Literature Review ............................................................................................ 26

Introduction ................................................................................................................. 26
ii

Content of Review ...................................................................................................... 26

Literature Search Strategy ........................................................................................... 27

Conceptual Framework ............................................................................................... 28

Characteristics and Attractive Features of PBL .................................................... 29

The Origins of PBL ............................................................................................... 31

The Process of Teaching Through PBL ................................................................ 32

The Role of the Tutor/Teacher .............................................................................. 35

Visual Art Education and PBL ................................................................................... 36

Problem-Finding and Problem-Solving in the Visual Arts ................................... 38

Problem-Finding and Problem-Solving in the Visual Art Curriculum ................. 39

Problem-Finding in the Visual Arts ...................................................................... 41

Critical Thinking and Problem-Solving in the Visual Arts .................................. 42

Meaning-Making and Problem-Solving in the Visual Arts .................................. 44

Problem-Finding and Problem-Solving in the Visual Arts Workforce ................ 45

Literature Review Related to Key Variables and Concepts ........................................ 47

Drawing Ability and Perception ........................................................................... 47

Spatial Visualization and Drawing Ability ........................................................... 53

Drawing Development .......................................................................................... 55

PBL in Art Education ............................................................................................ 61

Technical Skills-Based Learning .......................................................................... 68

Views of Teaching Drawing ................................................................................. 73

Methodologies Investigating Drawing Ability ........................................................... 76
iii

Equivalent Materials and Randomized Materials Designs and Drawing
Ability ....................................................................................................... 77

Equivalent Time Samples Designs and Drawing Ability ..................................... 84

Counterbalanced Designs and Drawing Ability ................................................... 86

Institutional Cycle Design and Drawing Ability .................................................. 88

One-Shot Case Study and Drawing Ability .......................................................... 89

CDAT… ...................................................................................................................... 90

Methods used with Clarks Drawing Abilities Test ..................................................... 91

Summary and Conclusion ..................................................................................... 95

Chapter 3: Research Method ............................................................................................. 97

Introduction ................................................................................................................. 97

Research Design and Rationale ............................................................................ 97

Population ................................................................................................................... 99

Research Question .............................................................................................. 108

Null Hypotheses .................................................................................................. 108

Alternative Hypotheses ....................................................................................... 108

Ethical Procedures .............................................................................................. 111

Summary ................................................................................................................... 112

Chapter 4: Results and Analysis of Data ........................................................................ 114

Introduction ............................................................................................................... 114

Research Question .............................................................................................. 114

Null Hypotheses .................................................................................................. 114
iv

Alternative Hypotheses ....................................................................................... 114

Organization of Chapter 4 ................................................................................... 115

Data Collection ......................................................................................................... 115

Time Frame and Recruitment of Schools ........................................................... 115

Discrepancies in Data Collection from Proposal ................................................ 116

Baseline Descriptive and Demographic Characteristics ..................................... 117

Challenges Presented Through Data From the Proposal .................................... 119

Adverse Events Related to the PBL Group ......................................................... 119

Results. ...................................................................................................................... 120

Descriptive Statistics that Appropriately Characterize the Sample .................... 120

Research Question 1 ........................................................................................... 122

Power Analysis ......................................................................................................... 125

Rationale for Selection of Statistical Procedure ................................................. 126

Statistical Assumptions Appropriate for the Study ................................................... 126

Sources of Internal Validity ................................................................................ 126

External Validity ................................................................................................. 127

Statistical Analysis Findings ..................................................................................... 128

Statistics and Associated Probability Values ...................................................... 128

Results of Post-hoc Analysis .............................................................................. 128

Additional Statistical Tests and Findings ........................................................... 128

Conclusion ................................................................................................................ 129

Introduction ............................................................................................................... 130