ABSTRACT

This thesis examines the impact of stress on students’ academic performance and stress management
among students of primary school children. The main objectives were to ascertain or identify the extent
to which stress affects students’ academic success, health and general lifestyle, as well as to inquire and
bring to light measures to counteract the effects of existing stress in students. A quantitative method
was used in gathering and analysing the data. For this purpose, questionnaires were distributed to two
students groups, who consisted of Finnish and international students. The results obtained show the
different factors that cause stress among students. The factors were grouped into four, namely
Relationship factors, Environmental factors, Academic factors, and Personal factors. With respect to
Relationship factors, working with new people was the main cause of stress for students in both groups.
In the case of Environmental factors, worries about the future was the main factor causing stress among
students, whereas class workload was the main element of stress with regard to the Academic factors.
In the category of Personal factors, financial problems caused most stress to students. Stress can,
however, be managed through the introduction of a stress management course and engaging in
extracurricular activities.
TABLE OF CONTENTS

Thesis abstract ......................................................................................

TABLE OF CONTENTS ........................................................................

Terms and Abbreviations.......................................................................

Tables ....................................................................................................

1 INTRODUCTION...............................................................................

1.1 Background of the study..............................................................................

1.2 Problem statement ......................................................................................

1.3 General Objective (Aim) of the Study........................................................

1.3.1 Specific Objectives of the Study .....................................................

1.4 Significance of the Study...........................................................................

1.5 Hypothesis ................................................................................................

1.6 Research Methodology .............................................................................

1.6.1 Research Design ............................................................................

1.6.2 Population.......................................................................................

1.6.3 Data Collection ...............................................................................

1.6.4 Data Collection Instruments and Analysis.......................................

1.7 Delimitation (Scope) of the Study..............................................................

1.7.1 Limitations.......................................................................................

1.7.2 Conceptual and Theoretical Definition of Terms.............................

1.8 Organization of the study ..........................................................................

2 LITERATURE REVIEW...................................................................

2.1 Introduction ...............................................................................................

2.2 Aspect of stress.........................................................................................

2.3 Major Sources of Stress in Students .........................................................

2.3.1 Relationships as a source of stress ................................................

2.3.2 Personal factors as a source of stress............................................

2.3.3 Academic factors as a source of stress ..........................................

2.3.4 Environmental factors .....................................................................

2.4 Adverse Effects of Stress in Students .......................................................

2.5 Impact of stress Academically...................................................................

2.6 Impact of Stress Socially...........................................................................

2.7 Impact of Stress Physically .......................................................................

2.8 Impact of Emotional stress........................................................................

2.9 Stress Management Techniques...............................................................

3 RESEARCH METHODOLOGY.......................................................

3.1 Introduction ...............................................................................................

3.2 POPULATION OF THE STUDY................................................................

3.3 RESEARCH DESIGN................................................................................

3.4 RESEARCH APPROACH .........................................................................

3.5 QUANTITATIVE RESEARCH ...................................................................

3.6 DATA COLLECTION METHODS..............................................................

3.7 QUESTIONNAIRE ....................................................................................

3.7.1 PUBLISHED REPORTS .................................................................

3.7.2 DATA ANALYSIS............................................................................

4 DATA ANALYSIS ............................................................................

5 Summary, Conclusion and Recommendations ..............................

Bibliography.........................................................................................

APPENDICE........................................................................................
Terms and Abbreviations
Attrition: A wearing down to weaken or destroy (Stress Effect).

Cardiovascular disease: A disease of or pertaining to or involving the heart and

blood vessels.

Stress: Difficulty that causes worry or emotional tension and produces

strain on the physical body.

1 INTRODUCTION
This study and as well as the aim is about the factors that causes stress and the

impacts it has on students’ performance and some possible management techniques.

The main objectives were to ascertain or identify the extent to which stress

affects students’ academic success, health and general lifestyle, as well as to inquire

and bring to light measures to counteract the effects of existing stress in students.

The possible limitation of this thesis is the collection of primary source of data

due to the population size of the case study which is the primary shool students and time
factor. The delimitation on the other hand will be the

focus on the students in primary school.

1.1 Background of the study

The very mention of the word ‘stress' brings thoughts such as increased rate of

depression, anxiety, cardiovascular disease, and other potentially life-threatening

issues to one's mind. Oftentimes, a student rushes from one end of campus to the

other, trying to make their next class on time. Since classes are scheduled back-toback,

there is less or no time to even eat. Take, for instance, it is three o'clock and

a student is extremely hungry. This week, they have got three mid-semester examinations

to study for, and a backlog of 300 pages to read. They are meeting with a

study group tonight to finish studies on a rushed research presentation. Too bad

they have also got three other assignments due tomorrow, so it looks like they will

not be getting much sleep tonight.

The fact is indisputable that, having the above introductory paragraph as a schedule,

in reality, will certainly make a student be tensed up. Yet, those are the hectic routines
we experience as students these days. We feel lost, overwhelmed, frozen, or

unable to cope when confronted with so many tasks. Busy schedules crammed with

studies, study, and extracurricular activities can take a toll on student’s physical and

mental health, especially if one is not eating or sleeping properly. If untreated, these

stressorscan compound over time, leading to even greater levels of stress.

It is also worth noting that stress is an inevitable part of student-life; as it takes a toll

on most students' physical health, emotional wellbeing, and academic performance.

The rise of this pandemic in students is on account of factors such as the somewhat

sudden change in lifestyle, increased study load, new responsibilities among others.

A publication on stress by the University of New York [Retrieved March 14, 2016]

buttresses the notion that, extreme levels of stress can hinder studies effectiveness

and lead to poor academic performance and attrition. It goes on to affirm that, students

who experienced stressful life events also reported worse health outcomes

and reduced quality of life.

Even as we delve into the core of the subject matter, ample attention needs to be

accorded the proposal that, introducing successful coping strategies may help students

to avoid the destructive consequences of excessive stress.

1.2 Problem statement
Undoubtedly, stress has become the number one reported impediment to academic

performance, as fellow students now report being stressed out than ever. The New

York University Publication continued its affirmation that, 55% of students claimed

their biggest stressor to be academic in nature. 6 in 10 college students report having

felt so stressed they couldn’t get their studies done on one or more occasions. .

[Retrieved on 11 Apr 2016]. Additionally, many of the emotional and physical symptoms
that occur commonly in the student population, such as headaches, fatigue,

depression, anxiety, and the inability to cope, can be attributed to or exacerbated by

stress. (Dusselier et al 2005, 15–24)

Surveys conducted by Kansas State University reveal a 58% increase in stressrelated

mental health issues reported to campus counsellors between 1988 and

2001 (Hoover 2003). These increased stress loads come with some dire consequences.

Suicide rates amongst college-aged students are three times higher than

they were in 1950, as described by American College Health Association statistics

published in Psychology Today [Retrieved on March 10, 2016].

Considering the findings above, the research is intended to address the following

questions:

1. In your opinion rate from 1–5 how stress influences students’ academic life?

2 In your view should stress awareness be taught at the University?

3. How do you feel when you are stressed?

1.3 General Objective (Aim) of the Study

The goal of this thesis is to know about the educational problems faced by learners in teaching
learning process.

1.3.1 Specific Objectives of the Study

In order to meet the general objective (aim), the study will focus on the following

specific objectives:

1. To identify educational issues.

2. To identify educational issues in Pakistan.

3. To identify techniques to deal with the educational problems.

1.4 Significance of the Study

The outcome of the study will provide the basis for enhancing the general adoption

of a new, positive approach to student life, thereby, ensuring academic success.

1.5 Hypothesis
Do the educational issues are the main issues?

How we can manage these issues?

1.6 Research Methodology

To enhance a productive study, the following techniques for obtaining related information

would be adopted:

1. The Internet may be accessed for related valuable information on the subject

matter.

2. Literature such as related thesis and journals will be reviewed on Impact of

Stress.

3. Questionnaires containing close and open-ended questions will be prepared

and administered in the study area to obtain facts, opinions and views of respondents

(students).

These approaches will represent an overview of the methods used in the survey,

which will include the research design, population, sampling and sampling techniques,

data collection and analysis.

1.6.1 Research Design

The survey will comprise the identification of main educational issues and progressively, the
study will be tailored to attain its anticipated objectives.

1.6.2 Population

The targeted population for the study will be the current students at primary school.

1.6.3 Data Collection

Data to be used in the survey process will be both primary and secondary. The

primary data will be mainly from questionnaires that will be administered at the study

area, as well as the related institutions. The primary data will be derived from books,

related thesis as well as published journals. The Internet could also be utilized.

1.6.4 Data Collection Instruments and Analysis

Both closed and open-ended questionnaires will be administered. The respondents

will be asked to tick the appropriate box or boxes matching their preferred opinions.

Other questions will also require the respondents to outline their opinions. The data

gathered through the questionnaires will be analyzed by the use of pie charts, bar

charts and any other method as recommended by the Supervisor.

1.7 Delimitation (Scope) of the Study

The study is deemed to be carried out with the principal focus on the students in

Primary school children.

1.7.1 Limitations

Due to lack of time, this survey will not be carried out by other schools

and also respondents’ response could also pose a challenge, since many felt they

would be victimized.

1.8 Organization of the study

This thesis is compounded of five chapters, which are presented below in figure 1.

This thesis starts with explaining the background of the study and then this background

is narrowed down to the problem statement, Aim, objectives, significant of

the study, hypothesis, research questions, methodology, the scope of the study,

limitations and some theoretical definitions.

Chapter two deals with the Literature review of the study. In Chapter three we opted
different research methodology, which includes quantitative research, research approach,

data collection, sampling size and population of the study.

Chapter four includes the Data analysis which is the data collected from the students

during the interviews.

Chapter five is dedicated to findings and conclusion on the result of the data analysis,

as well as recommendations are also given here for the future to improve the

quality of study in this field. A reference list and questionnaires will be attached at

the end of this thesis, as well.

Thesis layout:

introduction

summary of
findings &
literature review
recommenations
and conclusion

research
data Analysis
methodology

Fig.1
2 LITERATURE REVIEW
2.1 Introduction

Fine art is something created for aesthetic or intellectual value rather than utilitarian or
practical purpose.Fine art involves creative expression, and it doesn't have to be beautiful. It
might convey an idea or an emotion or explore social commentary. The concept of ''art for art's
sake,'' originated in the late 19th and early 20th centuries, with the rise of abstract art - art that
exists for its own purpose.

Perceptions of fine arts:

Some people argue that anything made on commission or for a client isn't fine art, but the nature
of art and artists has changed over time. Famous artists like Leonardo da Vinci and Michelangelo were
commissioned, and few people would argue that the ceiling of the Sistine Chapel isn't fine art.
One definition of fine art is "a visual art considered to have been created primarily for
aesthetic and intellectual purposes and judged for its beauty and meaningfulness, specifically,
painting, sculpture, drawing, watercolor, graphics, and architecture. In that sense, there are
conceptual differences between the fine arts and the applied arts. As originally conceived, and as
understood for much of the modern era, the perception of aesthetic qualities required a refined
judgment usually referred to as having good taste, which differentiated fine art from popular art
and entertainment.
The word "fine" does not so much denote the quality of the artwork in question, but the purity of
the discipline according to traditional Western European canons. This definition originally excluded the
applied or decorative arts, and the products of what were regarded as crafts. In contemporary practice
these distinctions and restrictions have become essentially meaningless, as the concept or intention of the
artist is given primacy, regardless of the means through which this is expressed
The definition of fine art has broadened and changed throughout the 20th and 21st centuries with
the development of new mediums like photography and digital formats. Who knows what new mediums
will be used to create fine art in the future.

History of fine arts:

Historically, the five main fine arts were painting, sculpture, architecture, music,
and poetry, with performing arts including theater and dance.While, today the fine arts
commonly include additional forms, such as film , photography , video production/ editing ,
design , sequential art , conceptual art, and printmaking.
 2- Dimensional Architecture

1-Drawing and painting:

Drawing is aform of visual expression and is one of major forms of visual arts.Common
instruments include: graphite pencils, pen and ink, inked brushes, wax color,markers, charcoals,
crayons, stylus, chalk or various other metals like silverpoint.

Fig.

2-Mosaics:
Mosaics are images formed with small pieces of stone or glass, called tesserae. They can be
decorative or functional. An artist who designs and makes mosaics is called a mosaic artist or a mosaicist.
 Fig: Mosaic of Christ Pantocrator
3-Printmaking:
Printmaking is the process of making artworks by printing normally onpaper . Except in the case
of monotyping , the process is capable of producing multiples of the same piece, which is called a print.
Each print is considered an original, as opposed to a copy. The reasoning behind this is that the print is
not a reproduction of another work of art in a different medium for instance, a painting but rather an
image designed from inception as a print. An individual print is also referred to as an impression. Prints
are created from a single original surface, known technically as a matrix.. In modern times each print is
often signed and numbered forming a "limited edition." Prints may also be published in book form, as
artists book. A single print could be the product of one or multiple techniques.
4-Calligraphy:
Calligraphy is the art of giving form to signs in an expressive, harmonious and skillful manner".It is
a type of visual art. It is often called the art of fancy lettering. Modern calligraphy ranges from functional
hand-lettered inscriptions and designs to fine-art pieces where the abstract expression of the handwritten
mark may or may not compromise the legibility of the letters.

5-Photography:
Fine art photography refers to photographs that are created to fulfill the creative vision of the artist.
Fine art photography stands in contrast to photojournalism and commercial photography.
Photojournalism visually communicates stories and ideas, mainly in print and digital media. Fine
art photography is created primarily as an expression of the artist’s vision, but has also been important in
advancing certain causes. Adams was a famous photographer.
3-Dimensional works
1-Architecture:
Architectureis frequently considered a fine art, especially if its aesthetic components are
spotlighted. . Architectural works are perceived as cultural and political symbols and works of art.

Fig.

2-Pottery:
One field where "fine" remains a valid technical term is pottery, especially in archaeology. "Fine
wares" are high-quality pottery, often painted, moulded or otherwise decorated, and in many periods
distinguished from "coarse" wares, which are basic utilitarian pots used by the mass of the population, or
in the kitchen rather than for more formal purposes.

3-Sculpture:
 Sculpture is three-dimensional artworkcreated by shaping hard or plastic material, commonly
stone (either rock or marble), metal, or wood. Some sculptures are created directly by carving; others are
assembled, built up and fired,welded, molded, or cast. Because sculpture involves the use of materials that
can be moulded or modulated, it is considered one of the plastic arts. The majority of public art is
sculpture. Many sculptures together in a garden setting may be referred to as a sculpture garden.

Fig.

4-Conceptual art:
Conceptual art is art in which the concept(s) or idea(s) involved in the work take precedence over
traditional aesthetic and material concerns. The inception of the term in the 1960s referred to a strict and
focused practice of idea-based art that often defied traditional visual criteria associated with the visual arts
in its presentation as text.

Fig.

5-Poetry:
Poetry (the term derives from a variant of the Greek term, poiesis, "making") is a form of
literature that uses aesthetic and rhythmic qualities of language—such as sound symbolism,
phonaesthetics and metre—to evoke meanings in addition to, or in place of, the prosaic ostensible
meaning.

Fig.

Music:
Music is an art form and cultural activity whose medium is sound organized in time. The
common elements of music are pitch (which governs melody and harmony), rhythm (and its associated
concepts tempo, meter, and articulation), dynamics (loudness and softness), and the sonic qualities of
timbre and texture (which are sometimes termed the "color" of a musical sound). Different styles or types
of music may emphasize, de-emphasize or omit some of these elements. Music is performed with a vast
range of instruments and vocal techniques ranging from singing to rapping; there are solely instrumental
pieces, solely vocal pieces (such as songs without instrumental accompaniment) and pieces that combine
singing and instruments. The word derives from Greek μουσική (mousike; "art of the Muses").
 Fig.:FelaKuti in 1970

Dance:
Dance is an art form that generally refers to movement of the body, usually rhythmic, and to
music used as a form of expression, social interaction or presented in a spiritual or performance setting.
Dance is also used to describe methods of nonverbal communication between humans or animals such as
a mating dance),motion in inanimate objects (the leaves danced in the wind), and certain musical genres.
In sports, gymnastics, figure skating and synchronized swimming are dance disciplines while
the Katas of the martial arts are often compared to dances.

Theatre:
 Fig.: The Royal Opera House, London

Modern Western theatre is dominated by realism, including dramaandcomedy. Another popular

Western form is musical theatre. Classical forms of theatre, including Greek and Roman drama,
classic English drama (Shakespeareand Marloweincluded), and French theater (Molière included), are
still performed today. In addition, performances of classic Eastern forms such as Noh andKabuki can be
found in the West, although with less frequency.
Film:
Fine arts film is a term that encompasses motion pictures and the field of film as a fine art form.
A fine arts movie theater is a venue, usually a building, for viewing such movies. Films are produced
by recording images from the world with cameras, or by creating images using animation techniques
or special effects. Films are cultural artifacts created by specific cultures, which reflect those cultures,
and, in turn, affect them. Film is considered to be an important art form, a source of popular entertainment
and a powerful method for educating — or indoctrinating — citizens. The visual elements of cinema give
motion pictures a universal power of communication. Some films have become popular worldwide
attractions by using dubbing or subtitles that translate the dialogue.
Cinematography is the discipline of making lighting and camera choices when recording
photographic images for the cinema. It is closely related to the art of still photography, though many
additional issues arise when both the camera and elements of the scene may be in motion.
Independent filmmaking often takes place outside of Hollywood, or other major studio systems.
An independent film (or indie film) is a film initially produced without financing or distribution from
a major movie studio. Creative, business, and technological reasons have all contributed to the growth of
the indie film scene in the late 20th and early 21st century.
What is Lecture Method:
Lecture is a teaching activity where by the teacher presents the content in a comprehensive
manner by explaining the facts, principles and relationship, during which the teacher is expected to elicit
students participation by employing appropriate technique’.
Methodogical framework:
For the application of theory in teaching practice Art history and art itself is constantly
metamorphosing. As social conditions change our views on the art of the past are changing too. The
creative expressions of people who lived completely different lives for many years can still fascinate our
minds and trigger our emotions. When we see a work of art from any period the first thing we ask
ourselves is why it looks like that. The answer could be that the artist wanted the work to look like that.
This may seem reasonable, but it eliminates the idea that the artist made a mistake or did not know
enough to do anything else. Field of fine art presents the result of the artist's intents. However, if we
established research methodology in this area (which is firmly based on clear methods), doubts regarding
the process of making a work of art will be removed. Several approaches can help us solving this
problem. First is the formal analysis which explains artist’s desire to associate elements such as line and
color in a special way in order to present a specific subject content. According to second biographical
approach, there is something in the artist's personality and individual spirit whichleads to the creation of
his work. Third approach is cultural, where artist expresses values . The fourth approach, which deals
with customers and audience, explains that artist is authorized to produce work in a certain way, or that he
represents a special idea. Within artistic practice, methods of using results that are exactly reproduced,
require practical engagement of technology and skills to control materials, thus theoretical engagement of
science to establish regularities or causal connections within the general pattern of evidence. It is
important to establish which theories of scientific method contribute to the development of artistic
practice, and how to use them. Modern science developes an ability to solve problems using its
fastidiousness and different types of phenomena reduction programs, thereby increasing the number of
general theories. If the model is based only on the principle, without systematic practice which is
necessary for it to be effectively involved in experimental science, the practice itself will not be effective.
Only under the influence of free discussion science could extend its fully theoretical way of knowledge
and logical methods.Science could never find its necessary and close relationship with technology,
measurement, and free experiment, if groups dealing with crafts and artistic skills do not exist. This
source of science can lead to the assumption that the forms of production techniques and human labor in
technical sense are parallel to the forms of positive way of thinking. However, the technology is not the
latter application of theoretical, contemplative science represented by the truth, observation, and pure
logic. It is, more or less, the desire to control and manage different areas of being such as spirit, society,
organic, and inorganic nature represented by the methods of thinking and intuition, as well as the
objectives of scientific thinking. Given that technology suppresses randomness of the individual who
produces a work of art, it can be characterized as a good ally to a strictly defined scientific method.
However, it does not lead the creation process, but serves the one who creates. At the outset of this
analysis it is necessary to start with extensive research of literature relevant to the certain methods
(compare Sneed, 1978):
1. objective and function of proof in each discipline
2. detection and collection of evidences
3. evaluation of evidence to the authenticity and reliability
4. analysis and interpretation of the evidence
5. connection of beliefs supported by the evidence.
The purpose of this study is limited to a broad overview and comparison of different methods,
and an attempt was not made to use specific techniques in each discipline produced or substantiated with
evidences. Instead, the essence of this study is to provide information that can produce innovative
thinking, increased perception and further research of any procedures that might seem to provide better
answers or useful perspectives related to the problems confronted by various disciplines in their review
(doing so with verification and use of evidences). Links are investigated and comparisons are made
between the methods and techniques of the areas to be examined.
Collection of methods, thus, means verification and analysis of evidences as primary need for
successful implementation of their function in the process of scientific research. Understanding methods
and understanding people (events) are two different processes.

Lecturer is in a position to upgrade the existing knowledge with facts, and in some cases to
significantly alter the content of the subject which is dealt with, including changing the methods that will
be used during the research. Different interpretation could be affected by new theories that have changed
through several periods (Popper, 1973). The study of teaching method assumes its comparison with
methods from different areas of research and identification of their differences that will help to determine
the method itself. The teaching method at art academies requires a variety of images, ideas, perspectives
and interpretations.

Teaching method: definition of principles:

In order to solve this problem, it is necessary to determine which aspect is more important - the
course content teaching or teaching method. The choiceis difficult since both are important and
inextricably intertwined. In order for someone to become a good teacher, mastery of both is essential.
The teaching method is a means of transferring subject’s content to students. However, reflection
and attention to details is crucial in the process of selecting and using proper teaching methods. The
success of the lecturers at the Art Academy depends on their creative endeavors, the spirit of testing and
research, and the harmonization of relations between three invariants - student, lecturer, and subject’s
content knowledge. All this should be achieved by using teaching methods.
Teaching methods can be divided into three (compare Westwood, 2008):
1. lecturer’s methods
2. interactive methods
3. problem solving methods.

1. Lecturer’s methods:
In this method professor of the Faculty of Fine or Applied Arts selects, organizes and presents
subject content to students. There are different variants of these methods. History of teaching method
goes back to the time when there was no printing. Knowledge was communicated orally to pupil by
teacher. The teacher used memory and orally transmitted knowledge to his pupils. In fact, the
teaching method in the past was essential for the transfer of knowledge from generation to generation.
The main characteristic of formal lecture is an exchange or communication - from lecturer to
student. He makes all the decisions and teaches according to his predetermined plan. In this method,
students are passive listeners. If they have any questions, they can ask at the end of the lecture. An
informal lecture is an exchange of communication, however, here lecturer does not only depend on his
predetermined plan, but also adds spontaneously subject content, depending on how the situation is
developed. Students can participate in the discussion of key points, but the discussion is controlled by
lecturer, as he chooses. With the aim to make a proper assessment of learning, lecturer should remember
that learning involves student’s full knowledge, therefore it is necessary to evaluate not only the cognitive
development that affect lecturers, but also cognitive and affective development. Cognitive development
refers to thinking, training and learning, conative to self-discipline, cooperation, and creativity, and
affective to concentration, enthusiasm and perception. A good lecturer understands cyclical nature of
knowledge if he applies all three aspects: cognitive, conative and affective. If we want to achieve a certain
degree of improvement in education, we need to offer a curriculum that meets not only the needs of basic
subjects, but needs at every level. The lecturer should not only know the content of his subject, but
conduct researches of curriculum.
2. Interactive methods :
These methods are based primarily on the successful interaction between lecturer and students, as
well as mutual interaction among students. The quality of teaching will be good if all parts of the whole
are functional and the process starts from students and lecturer. The final results will be compromised if
all students do not participate and give hundred percent in that interaction.
However, it also depends on how much is important for a project that all students give their
qualitative peak. A single class is a part of one wider educational system. Within that one part, all
students should participate in interactive collaboration that will lead to the progress of that collective, but
also an area that has been studied. Interactive collaboration can be undermined if the leader of the
collective, that is, a lecturer, circumstantially is no longer able to lead certain collective. Deficiency may
be especially noticeable if the lecturer used just those methods that led to the progress of individuals and
established interactive collaboration can be affected by changing lecturer, and therefore the methods
applied. The results can be achieved even if one or more students do not invest their maximum in
interactive collective collaboration. Eventhough, some students can individually achieve good results, full
interactive cooperation may not be acomplished. In addition, a student who had previously exercised
worse results and less successfully participated in interactive collaboration, may positively affect the
interactive cooperation. It is a fact that weaker student affect the results of interactive collaboration.
Therefore, it is very important for the lecturer to pay attention to weaker students from the very
beginning, identify their weaknesses in order to eliminate them and focusing on development of talents
they possess. In this way, the interactive cooperation of the collective will be more successful. A good
atmosphere can be established if all students and lecturer progress to a certain extent. At one point, the
best results will be achieved and such a condition can delude the whole collective, starting with the
lecturer. In that case, the collective results stagnate and even decrease. In the process of declining results
the impact of individuals will be even more significant, which will affect the whole collective. In a
situation when there is a decrease it is important to re-establish a qualitative interactive collaboration,
which involves working with certain individuals who saw the process of qualitative decline. If the
qualitative falls occur simultaneously in multiple individuals in a short period of time, the consequences
will soon be apparent. The occurrence of these falls in some individuals over a long period of time
requires timely response so in the future those fall do not happen. Nevrtheless, divertig attention to an
individual who achieves weaker results in interactive collaboration can affect performance of other
individuals in the collective. This will happen because the redirection to a single individual or a few of
them will cause neglection of other individuals and will open the possibility of achieving weaker results.
However, neglection of weaker students will also adversely affect the work of the collective as well as
individual results. It is very important to establish synergy during interactive cooperation as weaker
student can learn from stronger ones and vice versa, thus the time may come when weaker students bring
themselves to the level of other ones or even overcome them. At the same time, the complexity in terms
of number of students, increases as from the largest part to the smallest groups. Therefore the detection of
the smallest inaccuracy in more complex framework of the collective is harder (compare Kotarbiński,
1964). At the beginning of the interactive collaboration and research lecturer exposes students plan of
work, and then opens a direct discussion between students. Thus, it will be clear what kind of data is
taken into consideration. Individual creativity involves mental efforts in the creation of ideas regarding
the problem to be solved. However, at the beginning group creativity requires even greater efforts to
accommodate individual creativity to collective. As the process develops, the individual mental efforts
directed towards collective are evenly distributed giving the same qualitative results. At the same time,
the lecturer extends and describes this process and gives different tasks to students. In collectives where
art practice is conducted students need to understand the problem and propose solutions in order for the
collective to move further in the process. It is quite understandable that in this area we must expect
individuality and originality, but the task of lecturer through group action affects progress of each
individual. Thus, creativity influences the development of the group. Given that mental effort is in the
service of a common task, it involves constant attempt to build and maintain a common understanding of
the problem. That effort is maintained and it overcomes the multiplicity of potential in coherences and
interruptions. While perfecting themselves, the students need to be able to develop ideas in a way that
they have some sense for others and effectively implement them. Achievements of previous collectives
should be taken in consideration since each new idea is built on the past. If we want to support creativity
of the group, then we need to support the construction and continuation of joint space problem, a
reference to the objects in this space, the collective memory of (relevant episodes in history) of the
creativity (Sarmiento et al., 2008).

3. Problem solving methods:

Problem that arises in lectures in art academies and culture in general is the existence of
difference between art and science, because these two ways of action and thinking - artistic and scientific
standpoint – are two very different worlds. Although the connection between art and science historically
has often been relevant, example which was made by Leonardo da Vinci, an ideal which he represents is
not a matter of agreement between the artistic and scientific community. Nevertheless, things are
changing and new fields emerge from the synthesis of other areas. Leonardo's example shows how the
boundary between science and art can be very thin, and that method should continue to be reviewed and
brought into a new relationship with the events and development processes in the real world, be they from
the past or present. The answer to the question of how to teach art practice and solve methods of fine art,
presupposes the definition of ever-changing, because of cultural and historical reasons. The boundaries of
art have experienced a radical change over the last century. Previously, art was created in historical
confirmed medium and was presented in a limited set of content for a limited set of objectives, such as the
search for beauty, religious glorification, or painting people and places. However, the previous century
has produced new ways of experimenting, breaking and testing boundaries. Artists have introduced new
mediums, contents, materials and purposes. Art education institutions have increasingly consumed
different forms of experimentation. Modern artists use unconventional materials, tools, techniques and
ideas, inspired by the world of science, technology, economics, psychology, sociology, anthropology, and
so on. Some are present in non-artistic contents, such as factories, laboratories, internet, schools and
street. Social interventions are numerous and the process of creating art is completed by problems related
to the design and decision making. The standpoint of a design is associated with creative and innovative
process while decision-making process rely on scientific approach in order to solve a problem. In this
sense, science can support art by providing materials, media, and rational approaches to problem solving.
Lecturers at the art academies are guided by the curriculum, created under external influences, and
syllabuses and materials used by their teachers. One of their tasks is to involve students in the learning
process. Therefore, they try to make the best possible use of their knowledge and understanding of the
subject to devise a model curriculum that meets the needs and interests of students. We call this
comprehensive method of curriculum development.

How to improve teaching:

Teaching tools teaching objectives determine teaching methods and teaching aids support them to
make lectures more efficient, and thus enrich lectures.

Types of teaching aids are:

1. printed materials
2. audio-visual materials.
 Printed materials Textbooks and scripts are the main source of printed materials.
A number of lecturers at the Faculties of Fine and Applied Arts write scripts used for teaching
and they are used as an efficient source:
a) The ideas for organizing the educational contents
b) Activities, strategies and issues to help and improve teaching to suit student's learning needs
c) References, readings and other materials
d) Plannning exercise on students’ suggestions to think about ideas and informations given in the scripts
and to use different parts of the text.Thelecturer should never limit his teaching by using only scripts
as they contain the following weaknesses: e) problem of the superficial use.
f) small possibility of using critical thinking skills.
g) script’s aid is limited to perceptual aspect of cognitive development.
h) does not encourage reasoning and creativity. Additional material include encyclopedias, dictionaries,
atlases, journals, magazines, newspapers and books. Lecturer proposes such additional material so
that students are encouraged to explore ideas or themes as scientists. He asks students to describe
such tasks in order to better understand these comparative materials.
 Audio-visual materials:
These materials send stimuli to several senses at the same time and they are effective in attracting
students’ attention. They include computer projectors that save a lot of time from the class that's very
valuable. If the lecturer shows the movement of letters of words or symbol characters on the blackboard,
it may not be seen by all students. If he shows them as transparent, all students can see exactly the
movement of the hands and the right destination for placement of words, letters and symbols. This is
better way than movies in the sense that the lecturer is working with students directly. It is very important
to attract more attention from students in order to find out more about them. In doing so, everything that
distracts their attention needs to be improved or eliminated from teaching. However, in winning the
attention prominence of given stimulus is implicitly defined with respect to the other, only available to
current stimuli. It is clear that elements attracting greater attention are clear, precise, and more interesting,
therefore, the lecturer’s task is to use those stimuli that have qualities other stimuli do not. The stimuli are
fixed longer in its irregular form and the heterogeneity of its elements distort the subject. Also, the stimuli
are more easily identified if they appear in a new color. Events can affect our visual attention based on
their individual visual structure, and they do so to the extent that surprises us if they violate our
expectations. In doing so, at least part of conqueredeffect can be eliminated by some practice or use of
predictable distracters. Conquest of attention is almost exclusively measured in terms of distraction, i.e.
interference with the processing of information that is in progress (Hommel, 2002). When it comes to
movies, students have the opportunity to see events involving people, processes, and experiences that
would not be able to see otherwise.
 Movies turn on eyes before ears, so they are comparatively more efficient. However, the lecturer,
in the use of movie, has the ability to act in the following way (compare Marcus, 2010): a) movies are
directly related to the lecture b) the lecturer watch the movie first, and it then his students c) teaching
objectives are communicated to students prior to the release of the movie, so they can watch the movie
with this prior knowledge d) the salient features of the movie are presented before watching e) the lecturer
asks students to write a brief description of the movie after watching f) the lecturer determines the way of
evaluation of the movie in order to verify its effectiveness.

3.2: What is activity method:

Activity method is a technique adopted by a teacher to emphasize his or her method of teaching
through activity in which the students participate rigorously and bring about efficient learning
experiences.
 Activity method
An Artistic Approach:
To Fine Arts Interpretation in Higher Education.Abstract Art criticism was introduced into art
education to help students understand works of art. However, art interpretation methods differ according
to the educational goals specified for various types of art students. The fine arts interpretation procedures
established in education are usually purely theoretical and exclusively verbal, and are thus appropriate
mostly for art theory students, whose educational goal is art theory competence. On the other hand, these
methods are inadequate for fine arts students, whose educational goal is artistic competence. Namely,
artistic competence cannot be achieved solely by means of theory and discussion, but must include
practical, “hands-on” artistic experience. Proceeding from this recognition, this paper proposes a fine arts
interpretation method that integrates an art theory approach with an artistic one and can thus help fine arts
students attain their educational goal (i.e., artistic competence).

Motivation and Critical Inquiry:

As an educator working with fine arts students, I encountered an issue that can be summarized by
this question: What are the differences between a method of critical inquiry in the fine arts (a fine arts
interpretation) that can motivate fine arts students and one that can motivate art theory students? In order
to explore this issue I first offer some reflections on the nature of motivation and the problem of art
interpretation or critical inquiry.
1.Motivation:

Motivation is the drive that moves individuals to choose an activity and compels them to become
actively involved with it. Its value can be assessed by three parameters:
(1) choice: why a person decides to do something;
(2) intensity and quality: how intensely, qualitatively, and profoundly the person will participate in the
activity; and
(3) persistence: how long the person will be willing to perform the activity (Dörnyei, 2001: 8). The
“moving causes” (Lat. motivus ‘moving cause’) of motivation are called motives or motivators
(Encyclopaedia Britannica, 2009) and causes that divert one from it are demotivators. The main
motivators for an educational activity are the goals that an individual wants to achieve, and
demotivators are all the obstacles in the course of educational activities that prevent one from
achieving these goals. Goals may vary. On the one hand, there are “educational objectives” or
internal motivators (Lin, McKeachie, & Kim, 2003). These objectives are the ones that compel
students into an activity for the purpose of achieving the competences that the activity will help
them to develop. However, in addition to such internal motivators, in real life there are also many
external motivators that are not rooted in competences, but are located somewhere outside oneself
(e.g., power, money, etc.). The motivational value (i.e., positive, negative, or neutral) of an
educational activity thus depends upon the relationship between various motivators and
demotivators, which can be demonstrated in a “motivational equation” similar to that by Kurt Lewin
(McClelland, 1987: 8).

Explanation:
If motivators are stronger than demotivators, motivation is positive (positive motivation); if
demotivators prevail over motivators, motivation is negative (demotivation); if motivators and
demotivators cancel one another out, there is no motivation. (amotivation; Guay, Vallerane, & Blanchard,
2000: 177).
My research only dealt with students of fine arts that
(1) have goals, and are thus not amotivated for education, and
(2) are primarily internally motivated by the desire to acquire certain educational competences.
As an educator of fine arts students designing an educational activity, I thus faced the following
problem. If these students are demotivated, the reason for this is not their lack of goals (amotivation)
because these students have already indicated high motivation to learn in a self-selected field of study.
Their demotivation thus stems from the lack of appropriate educational activities that would help them
achieve their goals. When introducing the educational activity of fine arts interpretation to such students, I
had to solve the motivational equation properly in order to establish a state of positive motivation. This
means that I had to
(1) adjust the educational activity of fine arts interpretation to fit the educational competences that serve
to motivate fine arts students (the upper part of the equation) and
(2) structure the methodological procedure of this art interpretation in accordance with those goals (the
lower part of the equation). Before continuing with this discussion, I would like to comment briefly
on the nature of interpretation or critical inquiry.

2.Critical Inquiry and Critical Procedure:

Art criticism was introduced into art education to help students understand works of art. A clear
distinction must be made, however, between a critical inquiry and a critical procedure (Geahigan 1998).
George Geahigan stated that a procedure represents a sort of opposition to an inquiry because it is
usually employed in routine situations that we already know, whereas inquiry is employed when one
wishes to learn about and understand something new. Geahigan was thus very skeptical about using
critical procedures and art interpretation methods in art education and calls for a transition from
procedures to parameters of critical inquiry. If procedures are processes fixed in advance that determine
how students understand something, parameters are simply the general conditions that allow critical
reflection to occur and can thus activate the students’ own critical understanding. Therefore, parameters
can be combined in countless potential critical inquiry lessons or procedures.
However, although the difference between a critical inquiry and critical procedure that Geahigan
emphasizes is very important, I do not perceive them as being in conflict, like he does.
On the contrary, my own educational experience has demonstrated that, from a motivational point
of view, procedures are an important part of the education process. Of course, procedures distort and
increase the rigidity of critical inquiry in some way, and are thus unnatural; but procedural deficiencies
will interfere with and obstruct learning only if the teacher demands that students learn the procedure for
its own sake, without taking into account the flexibility and suppleness of the critical inquiry that the
procedure should lead to. On the other hand, if a teacher is aware of this, procedures can offer some
significant educational benefits. Namely, by setting appropriate transitional goals (Locke & Latham,
1994: 24), which serve as rungs on a ladder, procedures are able to present students with an orientation to
the educational problem that at first sight might seem too difficult to handle. Procedures are thus of
considerable motivational importance because they enable students to overcome what at first seems
insurmountable. In other words, although professional critics do not need procedures because they are
already fully versed in the parameters of critical inquiry, students need some procedures to help them
master the process of critical inquiry that they will later be able to perform freely. Thus, from an
educational and motivational point of view, it is crucial for the educator to know how to translate the
desired type of critical inquiry into a method that will enable students to find, activate, and develop their
own personal critical abilities.
3.3: Comparison between lecture method and activity method:
Activity Based Teaching Method:
Activity method is a technique adopted by a teacher to emphasize his or her method of teaching
through activity in which the students participate rigorously and bring about efficient learning
experiences. It is a child-centered approach. It is a method in which the child is actively involved in
participating mentally and physically. Learning by doing is the main focus in this method. Learning by
doing is imperative in successful learning since it is well proved that more the senses are stimulated, more
a person learns and longer he/she retains.
Pine G (1989) mentions that in an activity based teaching, learners willingly with enthusiasm
internalize and implement concepts relevant to their needs.
So our understanding on the activity method by now should mean any learning that is carried out
with a purpose in a social environment, involving physical and mental action, stimulating for creative
action or expression.

Why do we need to use activity based learning method?

The information processing theory in psychology views learners as active investigators of their
environment. This theory is grounded in the premise that people innately strive to make sense of the
world around them.
In the process of learning, they experience, memorize and understand. Students need to be
provided with data and materials necessary to focus their thinking and interaction in the lesson for the
process of analyzing the information. Teachers need to be actively involved in directing and guiding the
students’ analysis of the information.
It requires active problem solving by students in finding patterns in the information through their
own investigation and analysis. With continued practice in these processes, students learn not the content
of the lesson but also develop many other skills.
 It enhances creative aspect of experience.
 It gives reality for learning.
 Uses all available resources.
 Provides varied experiences to the students to facilitate the acquisition of knowledge, experience,
skills and values.
 Builds the student’s self-confidence and develops understanding through work in his/her group.
 Gets experiences, develop interest, enriches vocabulary and provides stimulus for reading.
 Develops happy relationship between students and students, teachers and students.
 An activity is said to be the language of the child. A child who lacks in verbal expression can make
up through use of ideas in the activity.
 Subjects of all kind can be taught through activity.
 Social relation provides opportunity to mix with others.
Kinds of activities:
The activities used in this strategy can be generalized under three main categories:
· Exploratory - gathering knowledge, concept and skill.
· Constructive - getting experience through creative works.
· Expressional – presentations.

The Activities you could focus on:

Experiencing:
 watching, observing, comparing, describing, questioning, discussing, investigating, reporting,
collecting, selecting, testing, trying, listening, reading, drawing, calculating, imitating, modeling,
playing, acting, taking on roles, talking, writing about what one can see, hear, feel, taste,
experimenting and imagining.

Memorizing:
 Sequencing ordering, finding regularities and patterns, connect with given knowledge, use different
modes of perception, depict.

Understanding:
 Structuring, ordering, classifying, constructing, solving, planning, predicting, transferring, applying
knowledge, formulating ones individual understanding, interpreting, summarizing, evaluating,
judging, explaining and teaching.

Organizing activities:
 The process of organizing activities must be based on curricular aims bringing together the needs,
ideas, interests and characteristics of the children with the knowledge, skill, experience, and
personality of the teacher within a given environment. The extent to which the teacher works with
students individually or in groups affect the relation the teacher has with each child.

Steps required for Effective Organization of Activities:

a. Planning.
b. Involving children in the learning process.
c. Each child is made an active learner.
d. For each activity ensure you follow the principles of:-
 What?
 How? Work directions step by step, including:
 With whom? Where? How long?
 What after?
e. Ensure you give clear instructions before each activity. It must focus on the above a, b, c, d.

Role of a Teacher in an Activity Based Method:

 A planner, an organizer and evaluator.
 Facilitator.
 Decision maker.
 Knowledge imparter
 Disciplinarian

Lecturer conducting lecture

Lecture –based learning:
What is a Lecture?
Very simply, a lecture is an organized verbal presentation of subject matter often
augmented by visual aids. According to Bligh (1972), a lecture is a period of more or less
uninterrupted talk from a teacher. A more detailed definition is found in Percival and Ellington
(1988) who state that a lecture is 'a didactic instructional method, involving one-way
communication from the active presenter to the more or less passive audience'. Perhaps unkindly
we should also include the student who described a lecture as 'an occasion to sleep whilst
someone talks'.
History and Background:
Historically the lecture can be traced back to the 5th century BC when it was popular
with the Greeks. It was widely adopted in the early Christian and Muslim Universities in
medieval times when books were scarce, and even today, it is the most common teaching method
in higher education. The term lecture comes from the Latin lecture, to read aloud, which
identifies it as an expository or ‘telling’ method.
Whilst the lecture largely consists of one-way communication from the teacher, this does
not mean that there can be no discussion or dialogue between lecturer and students. Often such
two-way communication is limited to the teacher asking questions to establish that the subject
matter has been assimilated but many skilled lecturers are able to make their lectures more
thought-provoking and interactive, so that deeper learning is possible. This is to be encouraged
and we shall return to how this can be achieved later in this chapter.

Research on Lectures:
Much has been written about lectures and lecturing and it may help our understanding if
we examine briefly what research has established. Three main trends may be noted, the first
comparing their effectiveness with other methods, the second detailing the views of students and
lecturers and the third focussing on learning in lectures. So what does the literature tell us about
the lecture?
In comparing the lecture with other methods we find that:
the lecture is the most common method used in universities;
it is as effective as other methods for imparting knowledge up to comprehension level but
less effective for higher cognitive levels;
it is less effective for teaching practical skills than demonstrations and laboratory work;
discussions are more effective than lectures for changing attitudes.
In spite of these limitations, a consensus of authorities report the lecture has a place in
higher education but should not be the only method used. Studies of views on the lecture reveal
that both students and lecturers place high value on clarity of presentation, suitability of structure
and generation of student interest. In addition, the lecture is popular with lecturers, students and
administrators. They give the following reasons.
 Figure . Why do you prefer lectures as a teaching-learning method?
From an educational or learning view point, several limitations of the lecture method are
reported in research, many of which are frequently made worse by poor lecturing skills. For
example:
research indicates that lectures need to be augmented with more active and participatory learning
approaches;
lectures tend to encourage 'surface' learning only, which facilitates memorization but is
unsuitable for 'deep' learning required for understanding and problem solving skills.

Learning from Lectures:

One way of improving lectures is to examine the process of teaching and learning that
takes place, for in doing this we find there are several techniques and skills for enhancing this
method. So how do students learn in lectures?
Very simply, students learn in two ways: firstly, from the information presented by the
lecturer, and secondly, by the way they process and restructure the information received to suit
their own interpretation. Thus the degree of understanding will vary according to the way the
information is transmitted, received and processed. A lecture can facilitate learning by being well
structured, interesting and meaningful or it can inhibit learning by being confused, boring and
meaningless. Let us examine this process a little deeper.
A lecturer sends information in many ways.
Verbal: through explanations, definitions, examples, descriptions or comments.
Extra-verbal: through the lecturer's vocal qualities such as clarity, audibility, fluency and
speed.
Non-verbal: through gestures, facial expressions or body movements.
 Visual: through the use of visual aids.
Students also learn by listening, observing, note-taking, discussing and restructuring
information. The effectiveness of learning, however, is dependent on how well they receive and
process the information, together with the quality of the message received.

Figure .In Africa, teaching and learning often take place under difficult conditions

Having read this information about how students learn from lectures, what would you do,
despite the difficult conditions, to improve your lectures so that your students will understand
them better and learn more from them?
You might have included the following points in your answer.
Firstly, you must organize and structure your presentation so that it is meaningful to your students.
Secondly, you must arouse students' interest and hold their attention.
Thirdly, you must help your students to learn in various ways.
By reflecting on these main lecturing processes and strengthening some of the skills
required, many of us can enhance the quality of our lectures. So what are the skills associated
with lecturing?

Skills of Lecturing:
We have some reservations about using the word lecture for it can conjure up a droning
lecturer and sleepy, passive students. We tend to agree with George Brown, a well known
authority in Britain on teaching, who prefers to use the word 'explaining' for lecturing. He
describes explaining as 'giving understanding to others' for it consists of a series of short
statements containing principles, Illustrations, definitions and qualifications, all of which are
well organized and spoken clearly. It follows that the explaining must be appropriate for the
particular learners and suitable for the time available.
The process of explaining has a number of important characteristics such as clarity,
organization, emphasis, orientation, examples and feedback. Let us discuss these points in detail.
Clarity: this is promoted by using explicit smoothly flowing language and avoiding
vagueness. It means defining new terms, clarifying key points, paraphrasing, and giving
directions on learning tasks as well as speaking clearly, audibly and not too fast.
Organization: This calls for a sound structure and logical approach in which essential
points are concisely covered, key links and relationships are indicated and good use is made of
time. A well organized explanation will show evidence of sound preparation and will not attempt
to cover everything.
Emphasis: This is concerned with the highlighting of important elements and details.
Vocal emphasis, involving tone, pitch, volume and pauses, together with gestures, eye contact
and pointing are ways of giving emphasis in explanations and these can be augmented by visual
aids and handouts.
Orientation: This means helping to promote learning in several ways, for example, in
outlining the structure of a topic when opening a lecture or introducing a new theme, giving
directions and advice on what to expect, or using the key structuring moves that signal what is
happening during the lecture. These are summarized in Figure 5.12.
Examples: These are essential in explanation but they need to be apt and interesting
within the students' repertoire of knowledge, and with sufficient frequency and variety. A typical
example, comparisons, and 'problem' examples should also be given to enhance comprehension.
Feedback: Continuous monitoring is an important feature of explanations for without it
there can be no certainty that 'understanding' has resulted. Feedback is initiated by the lecturer
asking questions, inviting queries, seeking interpretations and probing for clarification.

Four key "structuring moves" as identified by Brown

Signposts:
Statements which signal the direction and structure, for example,
Today I want to examine four approaches to the management of
tumours: Firstly, the use of surgical techniques; secondly, the use
of radiotherapy; thirdly, the . . .'

Frames:
Statements which delineate the beginning and ending of sections, for
example, 'Let's now leave radiotherapy and turn to the use of
 chemotherapy . . .'
Foci:
Statements which highlight or emphasize key points, for example, The
basic pharmacological principal underlying chemotherapy is (pause)..
Links:
'Statements that link sections of the lecture together or to previously
acquired knowledge or experience, for example, 'So you can see
chemotherapy is often as aggressive and invasive as excision and . . .'
Figure : Signaling direction when lecturing

In addition to the above features, one of the most important and challenging aspects of effective
explaining is that of generating and maintaining student interest. This increases the desire to
learn by gaining and holding attention, avoiding boredom, encouraging learning activity, and
providing a non-threatening helpful climate. Much depends on the inherent enthusiasm and
innovativeness of the lecturer. The direction and help given to students as well as
appropriateness of examples are also important. These should be complemented by a variety of
participatory and active learning techniques.
The identification of specific lecturing skills is no easy task. Unfortunately, we cannot
deliver here a more detailed examination, but we have researched the literature and adapted a list
of teacher activities which summarize effective basic skills.
Lecturer Activity Effective Lecturing Behaviours
1.Explains Uses logical, organized Covers essential factors
approach
Is clear and concise States relationships
Defines key terms Emphasizes key points
2.Introduces topics Clearly states objectives Overviews topic
Describes structure Advises requirements
Illustrates relevance Links with past/future
3.Uses teaching aids Uses appropriate Provides variety of
medium/equipment stimuli
Ensures audibility/clearly Structures content
visible clearly
Checks equipment before Presents interestingly
lecture
4.Maintains interest Displays enthusiasm, own Personalizes instruction
interest
Gives interesting/apt Varies activities
 examples
5.Questions and Asks questions clearly, Uses questions to
responds effectively concisely explore, clarify
Uses problem solving Re-phrases, reinforces
questions answer
Distributes questions Encourages answers,
effectively elaboration
6.Organizes Sets appropriate tasks Varies activities
participation
Issues clear briefs Gives guidance
7.Responds to students' Checks students' Adjusts content, if
needs understanding necessary
Repeats/clarifies/amplifies Shows awareness of
needs
8.Communicates well Is clear and concise Uses pauses, silences,
with voice varied tone
Uses appropriate language Makes eye contact and
uses appropriate gestures
9.Uses time well Starts and finishes promptly Shows evidence of
planning
Departs from plan where Advises on students'
appropriate time-use
10.Closes lesson Reiterates and summarizes Issues reading lists
key points
Advises on follow-up action Acknowledges students'
efforts
Figure .Skills of lecturing
Preparation of Lectures:
The effectiveness of a lecture is closely related to the quality of the preparation. In this
section we shall examine preparation skills for, as George Brown states, 'presentation is
important, but without a clear, coherent lecture structure which emphasizes key points and
examples, a presentation may have a short-lived effect'.
In preparing a lecture we should consider three main factors: firstly the purpose of the
lecture, secondly the content and the structure, and thirdly how to include some key features in
our lecture plan.

Purpose:
Lectures are given for several reasons, for example to:
tell students what they need to know (note-taking lectures);
 promote understanding and learning in depth (problem-solving lectures);
provide an introduction to a topic (overview lectures);
stimulate student interest in a topic (motivational lectures).
This means we need different kinds of lectures for different purposes and it is important
at the start of preparation to be clear on the type of lecture required. Very often it is possible to
combine two purposes, for example, an overview and motivational lecture, but is unlikely that all
purposes can be fully accommodated in any single lecture.

3.4: How lecture method and activity method supports learning:

Skills of Lecturing supports learning:
We have some reservations about using the word lecture for it can conjure up a droning
lecturer and sleepy, passive students. We tend to agree with George Brown, a well known
authority in Britain on teaching, who prefers to use the word 'explaining' for lecturing. He
describes explaining as 'giving understanding to others' for it consists of a series of short
statements containing principles, Illustrations, definitions and qualifications, all of which are
well organized and spoken clearly. It follows that the explaining must be appropriate for the
particular learners and suitable for the time available.
The process of explaining has a number of important characteristics such as clarity,
organization, emphasis, orientation, examples and feedback. Let us discuss these points in detail.
Clarity: this is promoted by using explicit smoothly flowing language and avoiding
vagueness. It means defining new terms, clarifying key points, paraphrasing, and giving
directions on learning tasks as well as speaking clearly, audibly and not too fast.
Organization: This calls for a sound structure and logical approach in which essential
points are concisely covered, key links and relationships are indicated and good use is made of
time. A well organized explanation will show evidence of sound preparation and will not attempt
to cover everything.
Emphasis: This is concerned with the highlighting of important elements and details.
Vocal emphasis, involving tone, pitch, volume and pauses, together with gestures, eye contact
and pointing are ways of giving emphasis in explanations and these can be augmented by visual
aids and handouts.
Orientation: This means helping to promote learning in several ways, for example, in
outlining the structure of a topic when opening a lecture or introducing a new theme, giving
directions and advice on what to expect, or using the key structuring moves that signal what is
happening during the lecture. These are summarized in Figure 5.12.
 Examples: These are essential in explanation but they need to be apt and interesting
within the students' repertoire of knowledge, and with sufficient frequency and variety. A typical
example, comparisons, and 'problem' examples should also be given to enhance comprehension.
Feedback: Continuous monitoring is an important feature of explanations for without it
there can be no certainty that 'understanding' has resulted. Feedback is initiated by the lecturer
asking questions, inviting queries, seeking interpretations and probing for clarification.

Skills of activity supports learning:

The key feature of the Activity Based Learning (ABL) method is that it uses child-
friendly educational aids to foster self-learning and allows a child to study according to his or her
aptitude and skill. The key feature of the ABL method is that it uses child-friendly educational
aids to foster self-learning and allows a child to study according to his/her aptitude and skill.
Under the system, the curriculum is divided into small units, each a group of Self Learning
Materials (SLM) comprising attractively designed study cards
for English, Tamil, maths, science and Social Science. When a child finishes a group of cards, he
completes one "milestone". Activities in each milestone include games, rhymes, drawing, and
songs to teach a letter or a word, form a sentence, do maths and science, or understand a concept.
The child takes up an Exam Card only after completing all the milestones in a subject. On a
common chart, the milestones are arranged in the form of a ladder and the child knows exactly
which milestone he completed in the last lesson. This is a child-friendly way to evaluate and
reinforce learning. If a child is absent one day, he/she continues from where he/she left unlike in
the old system where the children had to learn on their own what they missed out on.
3.5: Which method is better lecture method or activity method:
From the above discussion , I think lecture method is most better than the activity method
because student ask question from teachers of learning outcomes as below:
 Some characteristic of students as a interests, attention, motivation, taking part in discussion,
asking questions on teaching hours of fine art evaluation, have influence on methodical formation of this
teaching hours. This characteristic are conditional of choose of strategies, methods, and principles of
work. With strategies is determinate the methods and principles and the strategies is realized with help of
system of methods and principles. Special attention in this paper is given on:
1. Strategies of experiencing and expression of experiencing with: Method of reception of fine art
product and principles observation; Methods of evaluation with principles discussion, panel
discussion, writing a critique; Method of creation;
2. Strategies of exercise with: Methods of learning of fine art language with principles: exercise of
skills for communication, fine art exercise for perception of fine art element and principles;
3. Strategies of creation;
4. Strategies of learning and teaching;
 4.1. Strategies of learning with research method and project method;
 4.2. Strategies of teaching with methods of heuristic teaching with principles conversation,
discussion, panel discussion, opposite groups.
Strategies of experiencing and expression of experiencing in fine art education included the
combination of methods and principles, which enable the pupils with fine art to develop aesthetic
experiences. Strategy of exercise in aesthetic evaluation is repeating of certain activities and principles for
successful realizing of this process. Strategy of exercise is based on legality of psychomotor process.
Teaching hour of aesthetic evaluation supposed that on the teaching hour, it would be present creative
atmosphere and the pupils will be motivate to create. This is the essence of this strategy. The main goal of
strategy of teaching and learning is to make appropriate and functional connection between these two
processes: teaching and learning. Through choice of methods and principles for this strategy, we were
lead from the goals of modern teaching, which is based on wide, spread theoretic basses (cognitive and
humanistic theory for person) and where one of her most significant characteristic is accent on active
learning of pupils. Learning for art through detection means that pupils are learning through their
experiences, thought self-critique thinking and taking responsibility for learning. 3. Methodology of
research Appearance in this research are taking part in discussion, asking question, pupils attention in
teaching hours for aesthetic evaluation. Problem in this research are the choice of strategies, methods and
principles in fine art education on teaching hours for aesthetic evaluation. Subject in this research is
Influence of choice of strategies, methods and principles in fine art education on teaching hours for
aesthetic evaluation on development of pupils taking part in discussion, asking question and attention.
The goal of this research is to check the values of some strategies, methods and principles in fine art
education. This research was design as a developmental experiment with one experimental group.
Variables in this research Independent variables: strategies, methods and principles of work. Dependent
variables: pupil’s taking part in discussion, asking question, pupil’s attention, attitude and opinion of
teachers. Hypotheses Main hypotheses is that choice of strategies, methods and principles of work have
influence on development of pupil’s taking part in discussion, asking question, pupil’s attention. Attitude
and opinion of teachers who realized the teaching hours are positive and the grades for their evaluation
for importance of these teaching hours are very high. For investigation of teacher’s attitude and opinion
was set this zero hypothesis: There is not statistic meaning differences between noticed answers and
randomly spread answers namely expected answers of teachers for choice of strategies, methods and
principles of work on teaching hours for aesthetic evaluation. Alternative hypotheses: Attitude and
opinion of teachers have statistic meaning differences of that attitude and opinion of teachers who will be
randomly expected. We use the causal method of scientific cognition and deduction, analyses and
synthesis as methods of scientific conclusion. Operative methods were investigation of subjects, sitting of
reality. Scientific procedure and instruments that we use are poll of teachers, observation on teaching
hours, and instruments: protocols for observation of classes and teaching hours, poll question and scale of
rating. Population was pupils from 7-11 years in primary education in R.Macedonia. Exemplar was pupils
from primary schools in Bitola and the whole number is 269 pupils and their teachers and the whole
number included in this research is 13 teachers. Statistic proceeding who are used for finishing and
analyses of results are Xi square and interpretation of results using methods of descriptive statistic and
graphical represent.
 RESEARCH METHODOLOGY
3.1 Introduction
This chapter of the thesis deals with the population as well as the sampling technique

and the sample size. Instruments for data collection were all discussed under

this chapter. Also the chapter took a closer look at the way data collected were

treated or analysed.

3.1. RESEARCH DESIGN

The main focus of this study is to identify the causes of stress on students’ academic

success and its management on students at Seinäjoki University of Applied Sciences.

This will enable the researchers to collect relevant data, work effectively and

have a deeper understanding the causes of stress on students’ academic success

and its management on students at school.

3.2 POPULATION OF THE STUDY

A Population is the complete set of individuals, objects or scores that on investigation

is interested in studying. Basically, the population refers to the entire collection

of all observation of study. For the purpose of this study, the population of university will be
considered in this study.

3.3. Sample and Sampling technique:

Sample was collected from the university of fine arts in Lahore.

3.4 . instrumentation:
Since the aim of the study is to identify the comparison between lecture method and activity
method for students of fine arts at university level. Quantitative research is an appropriate
name for this study. Quantitative in the sense thatthis analysis seeks to find out the impact of
stress among different categories ofstudents at School.

3.5. Validity and Reliability of instrument:

3.6 DATA COLLECTION METHODS.
In view of the purpose of this study, the researchers depend mainly on primary data

as a source of data collection. Primary data for the purpose of this study will be

obtained through questionnaires.

Secondary data is the name given to data that is extracted from already existing

records and used for a purpose other than that for which they were originally collected.

Secondary data for the purpose of this study will be sources published and electronic

sources. (E.g. Government reports, internet, published research reports, etc.)

3.7.2 DATA ANALYSIS

Descriptive statistics such as bar and pie chat, will be used to present information

processed from data regarding to the causes of stress on students’ academic success

and its management at school.

4D ATA ANALYSIS

This chapter is to analysis the data obtain as responses to the causes of stress on

students’ academic success and its management at primary school.

Primary data collection was based on information obtained from selected students

fromprimary school. Students selected were

fromprimary school badamibagh Lahore . Furthermore, survey was gathered by emailing the
survey to all the selectedstudents in theschool in order to get their responses. Questionnaires
were sent

to all students in the Finnish groups and International group and we had 47 and 23

respondents respectively.

Analysis of the data is done separately for the two groups of students and the Finnish

part of the questionnaire would be translated to English for easy understanding.

After which comparison will be drawn and interpreted to know how the two groups

of students perceive stress impact in their academic work.

“Causes of students’ stress, its effects on their academic success, and stress

management by students “

In your own view how can stressed be managed?

Number of respondents: 16

 Respondents response
- Break, meditation
- Students taking some time off and relaxing their minds
- By calming down and getting your mind off stressing things, for example,
different
 hobbies and sports.
- exercise, time outs and time management
- A work life balance practice
- Stress can be managed by external factors, for example: the situation is getting

better and causing no worries. However, it is more important for the people

themselves to deal with stress on their own: try to solve the problem, arrange

the time for busy schedule, meet with doctor or if they cannot change anything,

accept it as a matter of life.

- sports and physical activity

- Individual should find own thing what decrease stress levels. Ford example,

hobby (jogging, yoga or bicycling etc.) or playing video games for reasonable

time. Maybe even hanging out with friends. If upcoming exam stress you, does

it stress others? Would it help if you study group before exam?

- Engage in fun and entertaining activities

- Depending what causes the stress and how it effects in each person, it is important

to remember even in the middle of rush day or week, have a moment

for yourself and do something that you like and that takes your mind out of the

stressful things, such as reading a book you like. In case of when the stress

effects on your mental health, it is important to see a doctor.

- Handling problem gently and positively.

- Could be handled by having a positive view on the not so bright "situation" on

WORLD's STAGE;

- Sports, hang out, planning

- deep breath and repeat Jedi code 3 times

- by attending parties with friends by accepting the situations, by sharing with

close friends

- seek for guidance on stressful issues and give yourself a "me time".49
The above response was related to how stress can be managed, there were 16

respondents in all. Majority of the respondents argue that having enough time and

getting engaging in extracurricular activities like sports and other entertaining hobbies

play significant role in helping to deal with stress. Also seeking guidance and

counselling and or discussing with friend helps a lot.

10. In your view should stress awareness be taught at the school? and why?

Number of respondents:

16 Respondents response

- Yes, it should. Managing better the stress can allow students to have a better

performance in the university first and in the future work.

- Yes, it should so as to help student know how to deal with It

- I don't think so.

- yes, better overall health, better attitude, can handle larger workloads, less

issues working in teams of less stressed students = better grades

- There should be a course hosted once or twice in a semester to raise more

awareness.

- This is a way to help student deal with stress during school time and also very

helpful for their working life in the future.

- No need, its personal problems

- Could it be possible that UAS invites professional lecture to talk about stress

and its awareness. And some advices to manage stress. Students and staff

are welcome to listen.

- Some lectures or outdoor programs might be good.

- Not necessarily taught but at least small information. Some of the students
may be having heavy struggles with the stress and don't know how to handle

it. Small information of how you can manage it may give them a small help of

where to start before the stress causes bad physical or mental problems.

- It should be taught because students feel some kinds of discrimination when

some teachers discriminate to give grade. It depends on the nationality for

example Asian and African get lower grade and Germans and other Europeans

get higher grade basically. Stress awareness should be given but teachers

should also give some kinds of training so they will treat equally to all.50

- Definitely no. No need to attract unnecessary attention on stress factors. Students,

anyway, can receive specialist's help if needed.

- No in my opinion cause I’m not really subject to stress, but for others, some

lessons can be optional, on voluntaries. Cause when you have to work with

someone subject to stress it could be difficult, or some people lost really a part

of the life because of stress.

- may be as optional lessons, but I personally don't need it

- yes

it might give more ways of dealing with it.

- not really. i suggest that everyone stressed should look for someone to talk to.

With regards to whether stress awareness should be taught or not, majority again

were in support that it should be taught at least once a year. Students find it very

useful as it affects their academic life whereas minority who were not in support

were of the opinion that dealing with stress issue is a Personal thing.
5S ummary, Conclusion and Recommendations

Summary
In all, data were collected from the two groups of students who were from the international

and Finnish group, regarding four main factors of stress which were: Relationship,

Academic, Environmental and personal factors. Each had sub factors that

caused stress and base on the results, working with new people was the highest

factor in both groups of people who answered the questionnaire Relationship as

source of stress. With regards to academic issues, class load was the highest. Future

worry under environmental factors was the main cause of stress to students

and financial difficulty came up under personal factors that cause stress. The results

show that stress affects the overall school activities of students as well as their social

well-being.

Conclusion
Due to the negative impact of stress on student’s life, such as ineffective studies,

poor academic performance and the general health status, putting effective

measures in place is pertinent to their academic success and general life. This is

done by identifying the main causes of stress which includes changes in lifestyle,

increased workload, new responsibilities, and interpersonal relationships and finding

the appropriate remedy. A lot of research have been done on stress and it management

and pragmatic solutions given and we hope that, based on the analysis

made, this thesis will be of great help in helping students to have an excellent academic

life.
Recommendation:
1. Management of the school should make room for stress management

courses in the school curriculum and also organising stress management forum

and campaign to help address stress among students.

2. The student union in collaboration with the sport council and management

shouldorganised games and social programmes for students.

3. There should be frequent interaction between academic staffs and students

on how best to schedule intensive courses in the cause of the semester work

4. Guidance and counselling unit should be part of the school management system

so that students can come there to discuss issues affecting them.

5. Good eating habit should be priority of students in relation to stress management

6. Enough sleep and exercise is an important remedy to stress management.

7. Creative games should be organised during lectures that have longer hours

from 3-6 hours in order to some extent relief stress from students and refresh

their mind and make them active.

8. There should be a good balance between working hours and study hours so

as to avoid stress.

ADVICE TO FUTURE RESEARCHERS

Although we used quantitative method in this research, we advise future researcher

on this same topic combined both qualitative and quantitative to get

an in-depth theory about the study. In this case Personal interview is very

important to get more real evidence of the challenge of stress.

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APPENDICE
Appendix
Causes of students’ stress, its effects on their academic success, and stress

management by studentssse.

Research Questionnaire’s

PART A: Please tick only one answer

1. Gender: Male ( ) Female ( )

2. Year of Studies: 1st ( ) 2nd ( ) 3rd ( )

3. Origin: Finnish ( ) African ( ) Asian ( ) Exchange & Others ( )

4. Age: 18-25 ( ) 26-33 ( ) 34-41 ( )

PART B: Can tick more than one answer

i. Relationship factors as source of stress

1. Working with new people ( )

2. Troubles with boyfriend or girlfriend ( )
3. Conflict with parent’s ( )
4. Apartment or roommate conflict ( )

ii. Academic factors as source of stress

1. Increased class workload(assignment’s) ()

2. Lower grade ()
3. Many hours of studies ()
4. Language difficulties ()
5. Procrastination ()
6. Examinations ()

Missing Lectures

1. Frustration due to misunderstanding lectures ()

2. Lots of group work ()

iii. Environment factors as a source of stress

 1. Lack of Computer no how ()
2. Bad living conditions ()78
3. Divorce between parents ()
4. Placed in an unfamiliar situations ()
5. Future worries ()
6. Unrealistic expectations ()
7. Fear ()
8. Quit job or no job ()

iv. Personal factors as source of stress

1. Combining Job with studies ()

2. Change in Living Environment ()
3. Change in Sleeping Habits’ ()
4. New responsibilities ()
5. Financial Difficulties ()
6. Health Problems ()
7. Poor Eating Habit ()

PART C: Can tick more than one answer

9.How do you feel when you are stressed?

1. Feeling tired during the day ( )

2. Cannot sleep at night ( )
3. Occasionally do not feel well all times ( )
4. Others ( )

10.In your own view how can stressed be managed?

……………………………………………………………

11.In your view should stress awareness be taught at the school?

……………………………………………………………………….

12. In your opinion rate from 1-5 how stress influences students’ academic life?

1 ………………………...( )

2 ………………………...( )
3 …………………………( )

4 …………………………( )

5 …………………………( )