A one-way ANOVA test (see table 3) revealed that there were significant differences
(p< .01) for all subscales. The Tukey test revealed which differences were the significant
ones. There was a significant difference among all three groups for the support need
subscale, with AS group receiving the highest mean score and the UNS group receiving
the lowest mean score. The AS and ENS group received similar scores for the enjoyment
subscale, which were significantly higher than the UNS group. The AS group received
significantly higher scores than the UNS group for the confidence and usefulness
subscales, whereas the ENS group’s scores fell in the middle of the other two groups’
scores. Figure 1 illustrates all groups’ responses (mean) on all four subscales.
Figure 1
This is an important result as it shows that a scale such as the ASAES can be used to
evaluate teaching practices which discriminate according to the attitudes, experience and
qualifications the teacher has. In effect this is a vote of confidence from the pupils and
can therefore be considered as a very strong predictor of efficiency in teaching school art.
Gender
There was a main effect for gender and when the independent samples t-test was carried
out it indicated that girls enjoyed art more (t = -5.948, df = 347.684, p<0.001), were more
confident (t = -3.787, df = 392.694, p< .001), and believed more in art’s usefulness (t =
-5.625, df = 342.013, p< .001) than boys. Girls also perceived their teachers to be more
supportive (t = -2.649, df = 404.348, p< .01) than boys did.
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