The Effect of Studio Technology and Motivation of Learners Towards Fine Art in Secondary Schools in Kabale District

Abstract

This study examines the effect of studio technology on learners' motivation towards fine art in secondary schools in Kabale District. It investigates how access to and utilization of studio technology resources influence learners’ interest, engagement, and performance in fine art, focusing on three principal factors: materials and tools, preparation, and experimentation. Using a mixed-method approach, data were collected from fine art learners and teachers through questionnaires and interviews. Quantitative analysis highlights that learners’ perception of accessibility and safety of materials was low, though the availability of tools (mean = 1.77) and teacher guidance in preparation (mean = 1.72) were highly rated. Experimentation fostered a supportive environment, positively impacting motivation (mean = 1.76). Correlation and regression analyses reveal that experimentation had the strongest positive correlation with motivation (r=0.571), followed by preparation (r=0.411) and materials and tools (r=0.341). The regression model shows an R² value of 0.350, with an R value of 0.591, indicating that approximately 35% of the variance in motivation is explained by these factors. Preparation emerged as the most significant predictor of motivation (β=0.497). The study concludes that a well-equipped fine art studio, with varied resources and opportunities for experimentation, significantly enhances learners' motivation. Recommendations include increasing resource availability, structured lesson planning, and holistic approaches to resource management and experiential learning. These findings have implications for curriculum development and educational policy in fine art education.