DEVELOPING VIEWING SKILLS IN ARTS APPRECIATION THROUGH COLLABORATIVE DIGITAL PORTFOLIOS AMONG STUDENTS

Jhon Mark Dawa, Aubrey Marie Y. Maceda, Jarsey Krim A. Taub, J. Fernandez Edroslyn

Abstract


This study investigated the impact of collaborative digital portfolios on enhancing students' viewing skills in art appreciation. Addressing the gap in traditional teaching methods, which often neglect the systematic development of visual literacy, the research examined how digital portfolios foster critical engagement with visual content. A mixed-methods approach was employed, combining a quasi-experimental quantitative design with a qualitative descriptive method. The quantitative phase involved 148 students divided into control (traditional method) and experimental (digital portfolio) groups, assessed through pretests and post-tests. The qualitative phase included interviews with purposively selected participants to understand their experiences. Results indicated that the experimental group achieved a significantly higher mean gain score (3.98) compared to the control group (0.56), as confirmed by an independent t-test (p < 0.05). Thematic analysis of student feedback revealed increased engagement, improved reflection, enhanced collaboration, and a deeper appreciation for visual content. Students found digital portfolios empowering, interactive, and creatively liberating. The study concluded that collaborative digital portfolios effectively cultivate viewing skills and visual literacy, aligning with 21st-century educational demands. These findings support the integration of digital tools in arts education to foster critical thinking, creativity, and inclusive learning environments.

 

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viewing skills, digital portfolios, art appreciation, visual literacy, collaborative learning

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References


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DOI: http://dx.doi.org/10.46827/ejlll.v9i1.610

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