Investigation of Secondary School Students' Visual Perception and Attitudes towards Graphic Design
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Abstract
The relationship between visual perceptions and graphic design of secondary school students is of great importance in terms of the development of their artistic skills. This link is directly related to how students interpret the visual world and how they express these interpretations through graphic design. The aim of this study is to examine the relationships between visual perception and attitudes of secondary school students towards graphic design in terms of some variables. The research conducted with the comparative relational screening model was conducted on 168 students studying at a private secondary school in Türkiye. The research data were collected using the ‘Visual Perception Test’ and the ‘Attitude Scale Towards Graphic Design’. The data were analyzed using ‘Descriptive Statistics’, ‘Independent Samples t test’ and ‘Multiple Regression Analysis’ techniques. According to the research findings, the visual perceptions of the participating students were found to be above the average level, while their attitudes towards graphic design were found to be at a high level. Students’ visual perceptions and attitudes towards graphic design differ according to the gender variable. Finally, visual perception significantly predicts students’ attitudes towards graphic design.
Keywords
Visual Perception, Graphic Design, Attitude, Secondary School Students
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PDFReferences
Unal, M. & Demirel, A. (2024). Investigation of secondary school students' visual perception and attitudes towards graphic design. International Journal on Social and Education Sciences (IJonSES), 6(4), 535-549. https://doi.org/10.46328/ijonses.704
DOI: https://doi.org/10.46328/ijonses.704
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Abstracting/Indexing
International Journal on Social and Education Sciences (IJonSES) - ISSN: 2688-7061
affiliated with
International Society for Technology, Education and Science (ISTES)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.