International Journal of Educational Policy Research and Review

Original Research Article

Supremacy of Arts-Based research techniques and critical thinking in a mixed method milieu: A survey of Art Education postgraduate degree theses and dissertations for quantitative inculcations in the department of Fine and Applied Arts, University of Nigeria, Nsukka (2005-2019)

Alu, Nkem Fortyunes*1,Ubah, RitaDoris Edumchieke1, Anike, Maureen Ngozi2, Dateba, Malise Turba3 Ogbonna, Dennis Onwuamaeze4 and Ohanele, Rita Chimechefulam5


1Department of Fine and Applied Arts, Faculty of Arts, University of Nigeria, Nsukka, Enugu State, Nigeria.
2Post Primary Schools Management Board,(PPSMB)Ministry of Education, Enugu, Enugu State, Nigeria.
3Department of Fine and Applied Arts, School of Vocational and Technical Education, Federal College of Education, Pankshin, Plateau State, Nigeria
4Department of Fine and Applied Arts Education, School of Vocational Education, Enugu State College of Education (Technical),Enugu, Enugu State, Nigeria.
5Department of Fine and Applied Arts, School of Vocational and Technical Education, Alvan Ikoku Federal College of Education, Owerri, Imo State, Nigeria.

*Corresponding Author Email: nkem.alu@unn.edu.ng

Alu, Nkem Fortyunes

Ubah, RitaDoris Edumchieke

Anike, Maureen Ngozi

Dateba, Malise Turba

Ogbonna, Dennis Onwuamaeze

Ohanele, Rita Chimechefulam


Article Number: IJEPRR.22.007  |   Pages: 69-77  |   Vol. 9 (3), July 2022   |   DOI: https://doi.org/10.15739/IJEPRR.22.007

 Received: June 9, 2022  Accepted: July 19, 2022  Published: July 29, 2022

Abstract

The current study deprecates the proliferation of overriding statistical tendencies and other science-led techniques in arts-based quantitative research. The soft quantitative inculcation in arts-based research being canvassed was exemplified by the researchers in investigating a collection of past Art Education Postgraduate students’ theses in the Department of Fine and Applied Arts, University of Nigeria, Nsukka. 35 theses were studied in three phases; 2005-2009, 2010-2014 and 2015-2019. The specific objectives of the study were to: (i) find out by topics the frequency of coverage from the domiciliary department to adjacent faculties, (ii) find out the trend of methodology scopes covered, and (iii) assess the frequency of balance and dominance between the qualitative and quantitative approaches. The instruments were the: (i) Art Education Postgraduate Theses and Dissertation Selection Graph (AEd-PTDSG) and (ii) Arts-Based Research Techniques Supremacy Check Chart (ABRT-SCC). Findings showed that in the department, there have been of late, concerted efforts to decelerate the over flogging of arts-based quantitative research with science-based techniques and data verifications, especially in the last of the three phases. It is recommended that in cases of quantitative research in the humanities or any other shade of cross-disciplinary interventions, simple percentage ratings, as exemplified in this study should be used. The YES and NO frequency tables and other simplistic methods could be adopted too. In effect it could be made as alpha-numeric as possible, not massively numeric or statistical in methodology, in order for the art-based study not to lose its baseline originality. Other departments in the Arts Faculty should sustain their originalities by sticking to the very dictates that define pedagogy and research in such disciplines when cross-disciplinary research is undertaken.

Keywords:

Domiciliary; overriding tendencies; proliferation; decelerate; techniques.

How to Cite this Article

Supremacy of Arts-Based research techniques and critical thinking in a mixed method milieu: A survey of Art Education postgraduate degree theses and dissertations for quantitative inculcations in the department of Fine and Applied Arts, University of Nigeria, Nsukka (2005-2019). Int. J. Educ. Pol. Res. Rev.9(3):69-77.

Author(s) retain the copyright of this article. Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.


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