DOI: 10.63612/ijesp.1924295 ISSN: 2718-1022

A Comparative Study on the Use of the Copy Method and Memory Training Method in Teaching Mythological Elements

Tuba Şevgin, Meliha Yılmaz
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This study aims to conduct a comparative investigation into the teaching of mythological elements using the copying method versus the memory training method. The study employed a quasi-experimental design with non-equivalent groups and pre-test and post-test measures. The study group consists of 11th-grade students enrolled at Van Fine Arts High School and Bitlis Fine Arts High School during the fall semester of the 2024–2025 academic year. The research focused on figurative painting, charcoal drawing technique, five mythological elements, the provinces of Bitlis and Van and the Fine Arts High Schools in these provinces, Kubadabad Palace, and the Anatolian Seljuk civilization, and was limited to a three-week period. During the data collection process, a rubric was used to evaluate the students’ visual art works. For data analysis, the data obtained from the works—which were scored by three experts according to the rubric—were analyzed using the SPSS program. It was determined that the obtained data did not meet the necessary assumptions for parametric methods; therefore, the non-parametric Wilcoxon Signed-Rank Test and Mann–Whitney U test were used in the analysis process. To determine inter-rater reliability in the scoring of student outputs using the rubric, the data were examined via ICC analysis. For content validity, the opinions of three subject matter experts were sought; to gather evidence for construct validity, the upper–lower group method was applied to determine whether the items could distinguish between individuals at different levels of the measured trait, and the differences between the groups were analyzed using an independent samples t-test. According to the research findings, a significant increase was observed in students’ final application scores following the implementation of both methods. However, when the difference scores between the groups were compared, no statistically significant difference was found. This result indicates that the copying method and the memory training method have a similar level of impact on students’ artistic development.

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