Drawing and Cognitive Interpretative Abilities of South Western Nigeria Children

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dc.contributor.authorAdeyanju, 'Lade Joel
dc.contributor.authorPopoola, Bayo
dc.coverage.geographicalNigeriaen_US
dc.date.accessioned2014-08-13T13:27:22Z
dc.date.accessioned2018-10-27T15:15:52Z
dc.date.available2014-08-13T13:27:22Z
dc.date.available2018-10-27T15:15:52Z
dc.date.issued2005
dc.departmentInstitute of Educationen_US
dc.description.abstractThe study examined the effects that repetition of visual and verbal modes has on interpretative drawing abilities of 11-15 years old secondary school students in South Western Nigeria. Subjects of study were 60 male and 60 female non-art oriented students. Samples were randomly selected and stratified into two groups A and B. The experimental group viewed repetitive visual materials of folksongs from posters while the control group had oral presentation of the folklore. Descriptive statistics were used to analyse the data. Results showed that females were better in comprehensions while males out-performed the females in drawing.en_US
dc.facultiesEducationen_US
dc.format.filetypePDFen_US
dc.identifier.citationAdeyanju 'Lade Joel and Popoola, Bayo (2005). Drawing and Cognitive Interpretative Abilities of South Western Nigeria Children. In Griffin, Robert E.; Chandler, Scott B. and Cowden, Belle Doyle (eds.). Visual Literacy and Development: An African Experience. International Visual Literacy Associationen_US
dc.identifier.urihttp://localhost:8080/xmlui/handle/123456789/2804
dc.language.isoenen_US
dc.pages.totalpages10en_US
dc.subjectVisual literacyen_US
dc.subjectDrawingen_US
dc.subjectPiaget’s stages of developmenten_US
dc.titleDrawing and Cognitive Interpretative Abilities of South Western Nigeria Childrenen_US
dc.typeBook chapteren_US
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