Pupils’ attitudes towards art teaching in primary school: an evaluation tool

Instruments and procedure: Two instruments were used in study 2. The first included
incomplete statements that corresponded to the four key dimensions of the concept
‘attitudes towards art experienced in school’. The statements were: a) ‘the art subject is
enjoyable because...’, b) ‘the art subject is not enjoyable because...’, c) ‘the art subject is
useful because...’, d) ‘the art subject is not useful because...’, e) ‘the art subject is easy
because.’, f) ‘the art subject is difficult because.’, g) ‘I like it when my art teacher.’,
and h) ‘I do not like it when my art teacher.’. A pool of attitude statements was
generated when pupils were asked to complete the above statements about the art subject
or their teacher. More specifically, two sentences, out of the eight mentioned, were
introduced to each class; one positively worded and its opposite. Half of the pupils of
each class were asked to complete the positively worded sentence and half of them the
negatively worded sentence.

Based on the data collected by the first instrument, a second instrument was formed. This
comprised the pilot attitude scale with 41 items and six factual questions. There were ten
items for each of the subscales of enjoyment, confidence, and support needed, and eleven
for the usefulness subscale. There were twenty favourable items and twenty-one
unfavourable items distributed throughout the instrument randomly. There were two five-
point response scales ranging from ‘disagree a lot’ to ‘agree a lot’ and from ‘never’ to
‘always’. This instrument was given to the second group of pupils for initial testing. The
same procedure as described in study 1 was followed to ensure variability in socio-
economic backgrounds and permission from the headteachers and the parents was also
sought.

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