Impact of Inductive and Deductive Teaching Strategies in Art Classes

Abstract

Abstract: The purpose of this small teacher action research study was to determine if incorporating an inductive teaching strategy (concept attainment) into the teaching of art concepts affects student performance on depth of understanding [as demonstrated by learner questionnaire/survey], learner performance on quizzes, and learner application to art products. The results of the study revealed information that may be beneficial to teachers and administrators when choosing methods of instruction for specific tasks. There was no noticeable difference in student products depending on which method of instruction (concept attainment or traditional method) was used. Incorporating inductive teaching methods (concept attainment) did not result in students learning content at a higher level. Incorporating inductive teaching methods (concept attainment) did not result in making learning more meaningful or enjoyable overall for students. However, the specific items on the learner art survey/questionnaire did reveal statistically significant results favoring the concept attainment strategy. The researcher accepted the null hypothesis: There were no differences in the products that students produced based on the two methods of instruction, inductive (concept attainment) and deductive (traditional method). A second objective of this study was to assist the art teacher in understanding the impact of the inductive (concept attainment) and deductive teaching methods in order to make the best decisions when planning lessons. The results of this study assist in informing future decisions regarding choice of instructional strategies applied in art courses.