Effect of Verbal and Graphic Stimuli on Students’ Learning Performance

Abstract

In this study, the effect of verbal and graphic stimuli in students’ performance in imaginative painting is critically x-rayed. It was motivated by the problem of neglect of these vital tools as teaching aids in Nigerian primary and secondary schools’ educational curricula. The objectives of the study therefore included to find out the degree of effect of verbal stimuli on students’ performance in imaginative painting, ascertain if graphic stimuli significantly affect students’ performance in imaginative painting and ascertain the current level of students performance in imaginative painting in Nigeria. For the methodology, a combination of experimental and survey techniques were used in gathering data, while the data were analyzed both statistically and in percentage frequencies. Results obtained show that verbal and graphic stimuli have significant effect on students’ performance in imaginative painting and that students exposed to them perform better in imaginative paintings than those not exposed to them. Leading the researchers to recommend that government should make it mandatory for primary and secondary schools to use verbal and graphic designs in the teaching of students as a vital educational resource in Nigeria.