Abstract
In recent times, drawing-to-learn techniques have gained attention due to technological advancements in AI systems that can create illustrations at the click of a button. Traditional drawing methods, whether on hard-copy paper or a screen using smart pens (as against mere commands), have become of renewed interest. It has been observed, for instance, that there is significant disinterest in traditional draughtsmanship skills even in graphics classes that, before now, would depend largely on freehand sketches and drawings (Saunders 2021). Based on the cognitive load theory, this study joins that conversation to investigate the impact of the ability to draw effectively (or lack of it) on the psyche of school students and how that may affect academic performance. It examined students perceived academic performances in secondary school subjects that the major examination body (WAEC－ West African Examination Council) specifically recommends the use of illustrations in their teaching. In doing so, the quantitative method of data collection and analysis was employed. Specifically, it involved the use of questionnaires administered to 300 participants from 10 purposely selected secondary schools in Nsukka metropolis, Enugu State. The data was analysed using the four-point Likert scale of measurement. The study found that drawing-to-learn encourages students to think creatively and visually, promoting problem-solving skills and innovative approaches to learning.
Publication Date: 2024-12-08