Fine arts improve grades

Fine arts improve grades

Does participation in fine arts enhance academic grades?

Analysis of Questions asked from respondents

Q1: Preparation of exams consumes much of your time throughout the day and grades plays a pivotal role in reflecting your inner feelings

 

Strongly Disagree (SD)

Disagree (D)

Undecided / Unsure (UD)

Agree (A)

Strongly Agree (SA)

Scientific education Students

0

3 (4.5%)

9 (13.4%)

28 (41.8%)

27 (40.3%)

Fine arts education Students

0

2 (6.5%)

4 (12.9%)

14 (51.6%)

11 (29.0%)

Table 1: Scientific education Students - Grades and Feeling

The answers of the respondents from the question are quite clear i.e. the highest responses of the scientific education Students were agreed as the total number of 28 students having a 41.8% favored this perception that grades consumes there greater part of the day and also that it plays a vital role in reflecting their inner feelings, while 3 students having a 4.5% disagreed with it. Similarly, 14 fine arts education Students having a 51.6% agreed with the above perception, while only 2 students having 6.5% disagreed to it.

Question 02: The general observation has been a decline in positive attitude toward grades experiences among general grades students with each increasing grade level.

 

Strongly Disagree (SD)

Disagree (D)

Undecided / Unsure (UD)

Agree (A)

Strongly Agree (SA)

Scientific education Students

0

3 (4.5%)

18 (26.9%)

20 (29.9%)

26 (38.8%)

Fine arts education Students

0

14 (45.2%)

6 (19.4%)

0

11 (35.5%)

Table 2: Fine arts education Students - Grades and Feeling

The perception that there is a decline in the positive attitudes towards grades of general grades students with their increasing grade level suggests that 26 scientific education Students having 38.8% strongly agreed to it, while 3 of them disagreed. The responses of the fine arts education Students were little deviating as majority of the students i.e. 14 having 45.2% disagreed to this perception while 11 students i.e. 35.5% strongly agreed to it.

Q3: The principal objective of message-based persuasion is to either change or reinforce existing attitudes of students of special and general education.

 

Strongly Disagree (SD)

Disagree (D)

Undecided / Unsure (UD)

Agree (A)

Strongly Agree (SA)

Scientific education Students

1 (1.5%)

9 (13.4%)

18 (26.9%)

25 (37.3%)

14 (20.9%)

Fine arts education Students

1 (3.2%)

3 (9.7%)

10 (32.3%)

13 (41.9%)

4 (12.9%)

Table 3: Scientific education Students - Students Attitude towards Grades

The highest responses of the students towards message-based persuasion to either change or reinforce existing attitudes of students of special and scientific education are agreed to this perception having frequency of 25 and 37.3% of the total scientific education Students while 9 students with 13.4% disagreed to it. Similarly, 13 students of fine arts education agreed to the perception and 3 students having 9.7% special students disagreed to it.

Comparison of Fine arts education and scientific education students Attitudes toward acquiring grades

Using the above results various statistical test are applied to the data, from which it is found that mean value of, communication is considered as the most important aspect in determining the significance of grades in both arts and science education, is high as compared to other variables; however, the deviation in the responses of the students is also high.

Comparison of Fine arts education and scientific education students Attitudes toward Grades shows that there is a decline in ...