Investigation into Theoretical Knowledge Levels of Fine Arts Faculty Students in the Field of Plastic Arts

Abstract

This study aims to determine the theoretical knowledge levels of fine arts faculty students in the field of plastic arts. The population of the study consists of undergraduate students in fine arts faculties. The sample consists of 131 students enrolled in one private university longitudinally and three state universities cross-sectionally. Data were collected using a knowledge level measurement form consisting of forty multiple-choice questions. IBM SPSS 25.0 software was utilized for all statistical analyses. Descriptive statistics such as mean and standard deviation were employed to analyze variables. The normal distribution assumption of variables was tested using the Kolmogorov-Smirnov test, which indicated that normal distribution was not met. When examining the differentiation of group scores based on personal information, Mann-Whitney U test was used for pairwise comparisons between two groups, while the Kruskal-Wallis H test was employed for comparisons involving three or more groups. Longitudinal data collected from private university students over four years were analyzed to determine whether there was differentiation in knowledge accumulation over years. The research findings indicated that there was no significant differentiation in average test scores between private university and state university 1 students. However, significant differentiation was found in average test scores between state university 2 and state university 3 students. Despite the statistical significance of average test scores among students from these universities, it was observed that approximately half of the participants correctly answered only about half of the forty knowledge level questions. Given that some of the knowledge level questions pertain to information that extends back to preschool and basic education periods, it is evident that visual arts education needs to be reconsidered not only at the university level but across all levels of education. Preparation of instructional programs that facilitate effective and lasting learning is crucial.