The Influence of Problem-Based Learning as an Emerging Instructional Strategy on Students’ Drawing Achievements: The Case of Visual Arts Students at Simms Senior High School in Ashanti Region, Ghana

Abstract

Drawing is an integral component of the Visual Art programs. It has been instituted in the core subject, General Knowledge in Art (GKA), to be studied by all Visual Art students in Senior High Schools. Drawing plays a pivotal role in both students’ academic performance and their professional careers as visual artists. Empirical studies have shown that drawing is becoming less of an essential fragment of the GKA subject due to inappropriate drawing experiences and the choice of precise instructional stratagems by teachers for the teaching of drawing in Senior High Schools (SHS). These issues reflect the extemporaneous drawing aptitudes of the students in the SHSs, from which Simms SHS is not exempted. This study adopted action and descriptive methods to identify and discourse the challenges with the existing instructional strategies used for the teaching and learning of drawing at Simms SHS; analyzed the strengths and weaknesses in students’ ability to draw accurately; employed Problem-Based (PBL) Scaffolding instruction as an appropriate strategy for drawing, and evaluate the potency of the PBL strategy on students’ acquisition of theoretical knowledge and empirical dexterity in the drawing. The convenience and simple random techniques were adopted, sampling 33 respondents (including 30 Year Two students, two teachers teaching the Year Two Visual Art classes, and the Head of Department (HOD) for the Visual Art Department in the school). Data were collected using classroom observations, structured interviews, and a questionnaire administered to both students and teachers. The study identified challenges that included the unavailability of a practical studio, inadequate drawing tools, materials, and equipment for drawing, students’ lukewarm attitude towards the drawing lessons, and teacher-centered instructional strategy deemed not suitable for teaching an activity-based subject like drawing. The evaluation of the PBL Scaffolding Instruction established an increase in theoretical knowledge and experiential aptitudes of students in drawings done by Year Two Visual Art students at Simms SHS. Based on the findings, it is recommended that Visual Arts teachers adopt PBL scaffolding instruction to improve students’ understanding and drawing skills. The Ghana Education Service should consider making Drawing a core Visual Arts subject to allow for more focused instruction. Regular supervision and teacher training are also needed to support effective teaching strategies and improve learning outcomes.