Effect of Art Integrated Learning on Knowledge Retention Ability of Students at Upper Primary Level

DR. SHWETA AGARWAL

doi:10.36948/ijfmr.2024.v06i01.14084

Effect of Art Integrated Learning on Knowledge Retention Ability of Students at Upper Primary Level

Author(s)	DR. SHWETA AGARWAL
Country	India
Abstract	The presented research study is related to the study of the effect of art-integrated learning strategies on the knowledge retention ability of students. The main objective was to examine the effect of art-integrated learning strategies on the knowledge retention ability of students. The researcher used an experimental research method to achieve the objectives. The researcher selected RS Public School, Sikandra, Agra governed by CBSE Board, India by Convenience sampling method, and the Random sampling method was used for the selection of class 7, 2 groups (Experimental and Control group). The number of students in both groups (experimental and control group) was equal 35-35. After conducting a pre-test using the Self-constructed Knowledge Retention Inventory to evaluate the knowledge retention ability of students in both experimental and control groups, the researcher taught social science using 20 lesson plans based on Art Integrated learning strategies to the experimental group. Meanwhile, in the control group, the same subject matter was taught by using conventional teaching methods. Afterward, a post-test of the knowledge retention ability of students was conducted by the researcher. In the context of students' knowledge retention ability, statistical analysis was performed on the obtained pre-test and post-test scores. Using the pre-test and post-test scores obtained in the context of students' knowledge retention ability, statistical tests such as mean, standard deviation, and critical ratio were used to examine the significance of Art Integrated learning strategies. Based on the results of the present research study, it was found that the use of Art Integrated learning strategies in teaching has a significant impact on students' knowledge retention ability. Therefore, the hypothesis made in the context of ‘There is no significant effect of Art Integrated Learning Strategies on the Knowledge Retention Ability of students at upper primary level in experimental after treatment.’ has been rejected. Based on the results of this research, it can be said that teachers should use Art Integrated learning strategies in their teaching-learning activities, so that students' knowledge retention ability can be raised to a higher level regarding social sciences, and they can also express their proficiencies in the context of various aspects of education.
Keywords	Art Integrated Learning, Knowledge Retention, Expository Transactional approach, Dramatization & Visual Mapmaking
Published In	Volume 6, Issue 1, January-February 2024
Published On	2024-02-28
Cite This	Effect of Art Integrated Learning on Knowledge Retention Ability of Students at Upper Primary Level - DR. SHWETA AGARWAL - IJFMR Volume 6, Issue 1, January-February 2024. DOI 10.36948/ijfmr.2024.v06i01.14084
DOI	https://doi.org/10.36948/ijfmr.2024.v06i01.14084
Short DOI	https://doi.org/gtktgm

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Effect of Art Integrated Learning on Knowledge Retention Ability of Students at Upper Primary Level

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