VISUAL ARTS INTEGRATION ON GEOMETRY ACHIEVEMENT FOR SPECIAL EDUCATION PUPILS

Abstract

This study aimed to investigate the effect of visual arts integration on the acquisition of conceptual knowledge in geometry among pupils with special educational needs (SEN). Recognizing the imperative to provide effective instructional strategies tailored to the diverse needs of students with SEN, this research investigates the potential of visual arts integration as a pedagogical approach. While extant literature has highlighted the benefits of visual arts integration in fostering engagement and comprehension, limited empirical inquiry has focused specifically on its influence on conceptual knowledge acquisition in geometry among students with SEN. The study employed a quasi-experimental quantitative design, involving twelve Year Two SEN pupils from a primary school in Negeri Sembilan. The intervention comprised integrating visual arts into the geometry curriculum, and a pre-test and post-test was conducted to measure pupils' geometry achievement according to Van Hiele's theory. The results indicated a statistically significant positive effect of visual arts integration on pupils' performance, as evidenced by their enhanced understanding and mastery of the concept of geometry in three-dimensional shapes. These outcomes corroborate the efficacy of visual arts integration as an instructional strategy for facilitating geometry learning among students with SEN. In conclusion, this study provides a rigorous empirical foundation for advocating the adoption of visual arts integration within the geometry curriculum for students with SEN. These findings have far-reaching implications, transcending the immediate context, as they underscore the potential of visual arts integration to augment conceptual knowledge acquisition in geometry, effectively addressing the distinctive learning requirements of students with SEN. Future research endeavors should investigate the longitudinal effects and broader applications of visual arts integration across diverse academic domains and educational settings.