A study of the relationship between achievement in art teaching practice and theory examinations in the primary teachers colleges of Kenya

Abstract

In the study an attempt was mad to investigate into the reIationship between achivement in theory examination and in teaching practice pertaining to art education. Stratified sampling technique was used to get the colIege sample and subject sample. A totaI of six colleges and 602 study subjects were obtained. The subject sampIe were then categorised in terms of year of leaving colleqe , grade attained in external art examination and institution of study. Data was colIected by two instruments; a proforma which was designed to colIect achievement marks in teaching practice and theory examinations and quationnaire which was administered to art educators in the primary teacher colIeges. The null hypothese tested were: There is no sinificant correlation between the achievement marks of student-teachers in the art teaching practice and their performance in the current external art examination there is no significant correlation between the achievement marks of tudent-teacher in art teaching practice and their performanc in the current internal art examination; there is no siqnificant carrelation between the achievement marks of student-te acher in art t aching practice and their performance in the current external professional studies. From the reviewed literature, there is a general consensus that professitional knowledg is related to success in teaching performance .The computation of the correlation coefficient was carried out throuqh the use of Parson's formular. From the findings, the following conclusions were made; there was a slight positive but not significant correlation between achievement of student-teachers In: a) art teaching practice and their performance in the teachers certificate art examination b) art teaching practice and their performance in the internal art examination c) in art teaching practice and their performance in the teachers certificate examination, proffessional studies paper. Responses of art educators enabled the writer to conclude that majority of art educators have no confidence in the external theory art examination. Art educators administer theory examina tions in art in the colleges so as to prepare their student-teacher for the external paper. It was observed further that art educators have had no forum for exchange of ideas, no seminars or sandwich courses that regard evaluation of art education; and that 64.3 percent were engaged in marking of the external art examinations. Art educators, however rated their supervision of art lessons during teaching practice as effective. This confidence level, perhaps need to be Investigated further in another research because it didn't seem to be consistent with other findings of the study. other findings of the study.