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Approved: June 03 , 2023

Art as a pedagogical strategy for the

improvement of academic achievement

El arte como estrategia pedagógica para el

mejoramiento del rendimiento académico

Teolinda Berrio Pérez

Dorgys del Carmen Echávez Bustamante*

Albertina Herrera Moscote*

Abstract

This research analyzed art as a possible pedagogical strategy that

allows the improvement of academic performance, especially in

those students who tend to demonstrate certain attitudes that harm

their academic performance and in turn are unfocused and

unmotivated, it is important to note that there are factors that

contribute to these difficulties, such as the family environment, For

this reason, the main objective of this research is to strengthen the

academic performance of 6th grade students through art as a

pedagogical strategy, using it as a tool for them to express feelings

and at the same time understand other areas of knowledge from a

cross-cutting perspective. Therefore, the aforementioned objective

was addressed to a group of seventeen (17) sixth grade students,

* Corporación Universitaria Iberoamericana.

Maestra en Artes Plásticas. Especialista en Ética y

Pedagogía. teolindab@ibero.com.co,

https://orcid.org/0009-0008-4166-4424

* Corporación Universitaria Iberoamericana.

Licenciadas en Educación Básica con Énfasis en

Ciencias Naturales. Especialista en Ética y

Pedagogía. dorgyse@ibero.com.co,

https://orcid.org/0009-0007-6398-9126

* Corporación Universitaria Iberoamericana.

Licenciadas en Educación Básica con Énfasis en

Ciencias Naturales. Especialista en Ética y

Pedagogía. albertinah@ibero.com.co,

https://orcid.org/0009-0006-5619-8468

Article

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between 13 and 15 years old; this research had a qualitative approach

by which the information was collected through three instruments;

the first one; the semi-structured interview to students and teachers,

this allowed the collection of data in a spontaneous and sincere way,

followed by direct observation and focus groups, which allowed the

group analysis; The conclusion was that students can learn in a

playful way when they are presented with an activity rich in

creativity and innovation, involving handicrafts and something as

interesting as the life of a plant, they learned that from art they can

understand science and love what they learn.

Keywords: Art, Academic Performance, Pedagogical Strategy.

Resumen

Esta investigación analizó el arte como una posible estrategia

pedagógica que permita el mejoramiento del rendimiento

académico, especialmente en aquellos estudiantes que tienden a

demostrar ciertas actitudes que perjudican su desempeño académico

y a su vez se muestran desconcentrados y desmotivados, es

importante tener en cuenta que existen factores que contribuyen a

estas dificultades, como son el entorno familiar, la situación

económica e incluso el contexto que rodea a los estudiantes, por esta

razón esta investigación tiene como objetivo principal fortalecer el

rendimiento académico de los estudiantes de grado 6º, a través del

arte como estrategia pedagógica, utilizándola como una herramienta

para que puedan expresar sentimientos al mismo tiempo comprender

otras áreas del conocimiento desde la transversalidad. Por tanto, se

direccionó el objetivo mencionado anteriormente, a un grupo

conformado por diecisiete (17) estudiantes de sexto grado, entre

los 13 y 15 años; esta investigación tuvo un enfoque cualitativo por

la cual se recogió la información mediante tres instrumentos; el

primero; la entrevista semiestructurada a estudiantes y docentes,

esta permitió la recolección de los datos de manera espontánea y

sincera seguidamente la observación directa y los grupos focales,

los cuales accedieron el análisis en grupo; esto género como

conclusión que los estudiantes pueden aprender de manera lúdica

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cuando se les presenta una actividad rica en creatividad e

innovadora, donde se involucran manualidades y algo tan interesante

como la vida de una planta, aprendieron que desde el arte se puede

entender las ciencias y se puede amar lo que se aprende.

Palabras clave: Arte, Rendimiento Académico, Estrategia

Pedagógica.

Introduction

Students who for one reason or another present academic difficulties

and all the negative consequences that this brings for them in the

future, mainly in their self-esteem and their integral development. It

is clear that the teacher's exercise and commitment is to be in

constant self-reflection in order to improve their pedagogical

practices, thus providing strategies to help improve the difficult

situations they see in the classroom. According to Muñoz and Novoa

(2020) one of the teacher's missions in their daily practice is to try to

prevent students from experiencing school frustration. Motivational

processes during the educational process allow establishing

significant learning in their academic performance (Cardena et al.

2020, p. 57).

Based on a qualitative analysis of the visible reality, it is pertinent to

present a pedagogical strategy that contributes to the educational

commitment and constant motivation from art and such practice or

learned habits can be used in any subject they need, in order to

improve the difficulties experienced through the contextualization of

their learning making it reflective, coherent but above all attractive,

putting into practice the transversality between the artistic area and

the other subjects, for this reason, Cabrera (2017) states that the

dialectical approach of action research is a circular process that aims

to join or complement research with development and suggests that

through this action it is possible to propose action plans, analysis and

reflections, involving theory with practice, conducting surveys and

establishing dialogues between the students themselves, thus helping

to compare data, for this reason with the qualitative method,

Hernandez and Mendoza (2020) suggest that the researcher begins

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the process by examining the facts themselves and reviewing

previous studies, both actions simultaneously, in order to generate a

theory that is consistent with what he is observing happening (p. 46).

The art will capture the attention and motivation of 6th grade

students in order to solve the problem they are presenting, it is also

necessary to involve all teachers and especially parents in the

integral development of the child, education being one of the pillars

in the life of every human being is here then where parents have and

must remove the false idea that once the children pass from primary

school to high school is no longer necessary to help them, because

they are starting a new cycle both academically and in their physical

and psychological development in which they not only need help at

school level but also emotionally, this evidenced that the big winners

will be all the agents involved (and mainly the inspiring subjects of

this research). According to Hernández (2014) the concepts and

hypotheses are formulated throughout the research itself (p. 189).

Grasso (2020) posits that when education as it is known today began

to be structured, its objective was to train the working class towards

particular economic interests of the nascent nation-states. Thus, the

idea of performance in this area was related to the fulfillment of

certain standards within the framework of a system of indoctrination.

In summary, it is of great importance nowadays to address this issue

of underachievement in children and young people and even more

so within a student population, since it is part of the integral

development of the subject and its attention guarantees better results

for both the student and the educational institution of which they are

a part, What will be reflected in the student is a better self-esteem,

better interpersonal relationships both at institutional and family

level and even with the environment, greater effort, since seeing the

improvement in their academic performance as a result of their work

will be much more motivated to take on new challenges, which will

lead them to set new and greater goals.

Therefore, at the José Manuel Rodríguez Torices- INEM

Educational Institution, located in the city of Cartagena in the

department of Bolívar, some 6th grade students show poor academic

performance, lack of interest, intermittent attendance, non-

compliance with homework and school supplies, apathy, little

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participation in class and inappropriate behavior such as: foul

language, physical and verbal aggression, where it is evident that

some students are at an age not in accordance with the grade they are

in, thus hindering the school environment. Taking into account this

problem, it is necessary from the art to deploy in the students, the

interest, as well as a formation in values, to develop different

strategies that promote emotional bonds, teamwork and self-

confidence in order to improve academic performance. All this

situation prompted the researchers to deepen the problems

experienced in the classroom from the following question: How to

strengthen the academic performance of 6th grade students of the

José Manuel Rodríguez Torices INEM Educational Institution

through art as a pedagogical strategy?

For this reason, we highlight the general objective which seeks to

strengthen the academic performance of 6th grade students through

art as a pedagogical strategy and to comply with what is expressed

in this, we focus on the following specific objectives such as

identifying the factors related to the academic performance of 6th

grade students, design an artistic pedagogical strategy to strengthen

the academic performance of 6th grade students, implement an

artistic pedagogical strategy for the analysis and improvement of the

academic performance of 6th grade students, and evaluate the impact

of the artistic pedagogical strategy implemented for the

improvement of the academic performance of 6th grade students of

the José Manuel Rodríguez Torices INEM educational institution.

Montoya et al. (2019) in their article state that artistic skills favor

expressive thinking due to the rigor and constancy that the individual

needs for its elaboration and in turn forms or develops a methodical

thinking and According to Aluma (2018) Creativity is essential for

the understanding of who we are.

This research was born from the desire to identify the reasons for the

low academic performance of 6th grade students, the difficulties

presented in the different subjects reported by the teachers who teach

in these grades, as well as the strategies proposed by the institution

and by the teachers to deal with this type of situations and, based on

the results obtained, to carry out an intervention. This will make it

possible to provide useful information to teachers and students of the

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grade in question, to improve teaching and learning practices.

According to Carvalho et al (2021) creativity can be a good tool in

the resolution of global, personal and daily life problems and

implementing it in the school context could be the solution to

different difficulties related to low academic performance, lack of

motivation and low self-esteem.

For this reason, it is intended to strengthen some gaps from art and

creative thinking, since this is a tool that favors the improvement of

academic performance thanks to the benefits it generates in the

individual such as the development of cognitive, social and

emotional skills, the manual work that enriches and strengthens

concentration, exercises that some students who present this

opportunity for improvement lack. The following authors state that:

Creativity, in turn, favors cognitive development in children because

it provides opportunities for the creation of innovative ideas and

allows them to experience novel ways of conceiving and solving

problems (Llorente and Carmona (2021, p. 25). In the same line, it

is related that in this way, there will be creative, original, flexible,

expressive, reflective, competent, innovative people who will

strengthen the ability to find creative solutions (Vásquez 2021, p.

114).

For this reason we highlight the following antecedents; Lemus

(2021), Pensar la escuela desde las emociones. The "artistic process

A look at the socio-affectivities of sixth grade students at I.E.D

BOSANOVA. In what way does "the artistic process" make it

possible to know socio-affectivities in sixth grade students? The

behavior and emotional expression of students is a warning to the

teacher to start establishing pedagogical strategies that reach to

enhance the performance and improvement of students through

multiple methods that art provides, such as performance, a strategy

for the student to express themselves better or the sound game, which

promotes levels of social interaction that prevents them from being

self-conscious in class.

In the same line Fontalvo and Solventos (2022) in their project Art

as a pedagogical tool for the strengthening of coexistence in students

of the district educational institution Jorge Isaac of the city of

Barranquilla, where the following is exposed: art is found as one of

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the categories, which is related to Humanism, which contributes to

meaningful learning, which leaves a mark on the person and is

integrated with the intellectual, cultural, affective, spiritual and

existential of the individual. (p. 62).

Iriarte and Vélez (2022) Art as a didactic strategy for learning and

teaching English in the second grade of primary school at the San

Cayetano de Cartagena Educational Institute, the artistic one

encourages the participation of students, since visual art and/or

visual support helps the understanding of the language and its

externalization both verbal and written, therefore, the learning of

singing and music allow the linguistic development and grammatical

structures for the improvement of language learning, while the

theater offers a scenario where the interaction and exchange of the

language can be better expressed.

Cardenas et al. (2020) Academic performance: a very complex

universe for the pedagogical task; this study is necessary because it

generates and creates relevant methodological strategies for the

acquisition of scientific and technological knowledge; it also aims to

stimulate the development of skills, values and the formation of

critical and independent thinking.

The current research contributes and provides information about the

low academic performance and how art continues to be a very

valuable tool, it also generates more interest by demonstrating that

emotions go hand in hand with motivation. Finally, to emphasize the

contribution in the education of the students of the 6th grade of the

Educational Institution José Manuel Rodríguez Torices INEM -

Cartagena, the students will have more confidence in themselves, in

what they think and say, also it will be possible to create better

school environments, which will allow teachers to work better and

improve their pedagogical practices.

Materials and methods

This research was qualitative with the method of action research

(AR) due to the characteristics of the population to be analyzed,

because consulting several authors we conclude that they are the best

suited to investigate the need that we have at the moment, some

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authors and concepts consulted were: The qualitative approach had

its origin in Max Weber, (1864 - 1920) also within the social

sciences, this current recognized that, in addition to the description

and measurement of social variables should be considered subjective

meanings and understanding of the context where the phenomenon

occurs. (Vega-Malagón et al. 2014. p.524). López (2011) citing

"Taylor and Bogdan (1987) define qualitative methodology in its

broadest sense to research that produces descriptive data: people's

own words, spoken or written, and observable behavior" (p. 118).

. In the same line, the qualitative method seeks to identify and solve

learning barriers, from the context or situation of the problem, in

order to arrive at a hypothesis and create strategies that will help to

solve it.

The José Manuel Rodríguez Torices Educational Institution - INEM

Cartagena, Bolívar, borders the following neighborhoods: Bosque,

Almirante Colon, and the Bahía residential complex. As the main

site, it has a population that can be classified as strata 1, 2 and 3 of

different localities and even nationalities, so that the intercultural

criterion can be applied. This population presents different social,

economic, cultural, disciplinary and academic difficulties. The

project was carried out in the Educational Institution José Manuel

Rodríguez Torices - INEM of the city of Cartagena, where there is a

population of 5,000 students of which there are 10 sixth grade

classrooms between the morning and afternoon sessions, being the

latter the one with only two classrooms of this grade, concentrating

the great majority in the opposite day, of all this population was

selected the grade 6-10 and 17 students were focused.

The instruments used in this research were validated by experts and

consisted of semi-structured interviews with students and teachers,

direct observation and a focus group.

The semi-structured interview with students contains 7 open-ended

questions to find out how they feel about the subject of art, how their

academic performance is, the difficulties they have at home, how

they would like to articulate art with other subjects, seeking to

identify study habits, motivation for their performance and the

strengthening of their self-esteem.

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Focus group with students: we worked with a representative group

of the sample (17 sixth grade students), and 7 questions were asked

orally, which they had to answer as they considered, the questions

are the following: How do you feel when you practice any artistic

activity, Do you experience any kind of distraction or difficulty to

concentrate during classes, What is your current level of academic

performance, Do you think that art classes help you to be a better

student, Why? In which classes would you like to include more art

activities for homework? Why? Do you concentrate when doing an

art activity? Yes___ No___ Little ___ Explain your answer, Do you

think there are any external factors that negatively affect your

academic performance? (Example: family problems, lack of

resources, health problems, etc.); Seeking to identify each of the

perceptions and conceptions of the students regarding the subject of

art.

Stage 1: Informed consent, a formal letter was drafted addressed to

the rector of the institution where permission and space was

requested to develop a research project aimed at 6th grade students,

said permission had the full name of the research, objectives and

purpose; which the rector approved and signed. Afterwards, a

socialization was carried out with the parents of the students

individually to inform them about the project and explain the

benefits of the same, these consents were signed to start the

activities.

Stage 2: Design and validation of instruments, followed by the

design of the instruments based on the objectives and their validation

by three experts, thus obtaining the approval of the instruments.

Stage 3: Daily work, after the instruments were validated, the semi-

structured interviews were applied to students and teachers in

person, this practice was interrupted by the two weeks of vacation.

Stage 4: Systematization, in this part the responses from the

interviews, direct observation and focus groups were analyzed.

Results

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The analysis of results based on the objectives and the research

categories: arts, academic performance and pedagogical strategies,

results:

To identify the factors related to the academic performance of 6th

grade students of the José Manuel Rodríguez Torices INEM

educational institution.

Category Analysis: Pedagogical Strategies.

This analysis responds to the first specific objective: To identify the

factors related to the academic performance of the 6th grade students

of the José Manuel Rodríguez Torices INEM educational institution.

Table 3 and Figure 1 show the categories found:

Table 3. Didactic Strategies category, subcategories and codes

Category

Subcategories

Compilations

Didactic Strategies.

Creativity

Experiences

Feelings

Concussions

Friendships

Satisfaction

Love

Compassion

Motivation

Independence

Enthusiasts

Achievement.

Incentives

Commitment

Self-analysis

Table 3. Category Didactic Strategies, subcategories and codes -

Source: Own

Figure 1. Mind Map of the Didactic Strategy Category,

subcategories and codes.

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Subcategory Creativity.

In the analysis of the subcategory Creativity, the following elements

were evidenced: experiences, feelings, commotions, friendships,

satisfaction, love, compassion, showing that when the children are

in contact with stimuli that motivate their creativity, their mood

improves, their school environment improves, and they socialize and

treat each other with a lot of tranquility and kindness with their

classmates.

Direct observation made it possible to collect pertinent information

for the following analysis:

Table 2 Process analysis of the Pedagogical Strategies Category:

Creativity Subcategory.

Instrument

Question No.

Compilations

Direct

Observation

1, 2, 6

Enthusiastic, full of

confidence and

collaborative work.

It is emphasized that

drawing is one of the

artistic skills that

allows students to

show and bring out

feelings (joy,

surprise, nostalgia).

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Interview

4, 5

They carry out

activities of

observation,

drawing, tracing and

annotation,

expression of

feelings and

emotions such as:

happy, joy and

surprise because they

felt they were doing

something new.

Recurrence analysis of the Pedagogical Strategies Category:

Creativity Subcategory. - Source: Own

Subcategory Motivation

The analysis of the subcategory Motivation shows independence,

enthusiasm, achievement, incentives, commitment, self-analysis,

thus demonstrating that when children perform activities that

generate satisfaction, they tend to feel satisfied with themselves for

the achievements obtained, as shown in Table 5.

Table 3. Didactic Strategy Category Process Analysis: Motivation

Subcategory

Instrument

Question no.

Compilations

Direct

Observation

1,2. 6

Compliance was observed

throughout the activity;

they maintained an active

and orderly participation.

Interview

4,5

At the beginning of the

activity they were very

calm and expectant, but as

the activity ended they

asked for more things to

do.

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Few students expressed

that their favorite subjects

are natural, social,

Spanish and mathematics,

because they are

somewhat monotonous.

Analysis of Didactic Strategy Category: Motivation Subcategory.

Source: Own

During the interview in question 1, it is evident that students like art

classes, but the opposite happens with natural, mathematics and

social studies; in question 5, the vast majority of students state that

they would like to learn through art, concepts related to natural

science, mathematics and English classes.

The following is a list of the fulfillment of the objectives:

Design an artistic pedagogical strategy to strengthen the academic

performance of 6th grade students and Implement an artistic

pedagogical strategy for the analysis and improvement of the

academic performance of 6th grade students of the José Manuel

Rodríguez Torices INEM Educational Institution.

Didactic Strategy My plant.

The elaboration of the didactic strategy called My plant, was

designed taking into account the transversality between art and

natural sciences where the main difficulties of the 6th grade students

were detected, with this exercise the stages of plant growth were

recognized, from the planting of the seed and the design of the

planting material, While this process was documented through

drawing, the students had to show the stages in an album designed

by themselves, visualizing how they wanted their plant to be and at

the same time what the plant needed to reach their dreamed future,

learning at the same time scientific concepts addressed in science

classes from the artistic practice. All this exercise fulfilled the first

part of the didactic strategy.

This strategy is based on the previous strategy called My Plant. The

purpose of this proposal was for the students, following the

guidelines of the previous activity, to imagine how they wanted to

see themselves in the future, visualizing themselves physically by

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means of a drawing and, as with the plant, to write down the steps

they should take to reach that dreamed future.

To evaluate the impact of the artistic pedagogical strategy

implemented to improve the academic performance of 6th grade

students at the José Manuel Rodríguez Torices INEM educational

institution.

The following are the results of the required self-evaluations in

relation to the didactic strategy My plant, in the first question; 10

students responded that they learned to plant and take care of a plant

60%, followed by option 2 with 5 students who responded that they

improved their drawing technique as a percentage of 40%; In the

second question, as the first option, 10 students out of 13 responded

that they participated in an active and orderly manner with a

percentage of 86%, followed by 2 students out of 15 with a response

that they missed one day with a percentage of 13%, in the third

question, where they had to respond if they fully complied with the

assigned activities; as the first option, we have 13 students who

responded yes with a percentage of 86%; In the fourth question,

which was related to learning from the activity, 15 students

responded that they learned to respect and take care of the

environment, in relation to question number 5, what actions did you

take to take care of your plant? 10 students responded that they

visited it, added water and took care of it, which represents 66%, as

a second option 5 of the students responded that they decorated their

plant and made sure it was well, which represents 33%, in relation

to question number 6, from what you learned in the activity, do you

feel that you can contribute to another subject? To which 13 students

answered yes (science and environment) for a total of 86%, 1 student

answered that he/she did not know, for a percentage of 6%, and 1

student answered that, for the arts class, for a percentage of 6%, 7

students answered that they liked the part where they decorated the

matera, the album and the meeting with their classmates (46%), 8

students answered that they liked taking care of the environment, the

part of the drawing and taking care of their plant (53%).

In the self-evaluation related to the second didactic strategy My life,

2 questions were asked, resulting in more emotional and reflective

answers, in the first question about the elements that should be done

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101

to have a good future, they were asked if they were really fulfilling

these commitments, to which 10 answered no because they made a

lot of mess or were distracted in class, In the second question, which

asked if they were aware that education and discipline are very

important to achieve the goals they set in their albums, 100% of the

students answered yes.

Discussion

The students felt very comfortable in the art classes, they can feel

emotions of joy and enthusiasm, they feel that they can do well in

any subject if they practice it with artistic activities. During the

practices the students tested their creativity from the elaboration of

handicrafts to the point of imagining how they would see themselves

in the future, generating this last part a little bit of expectations and

doubts, however, they enjoyed and dreamed their own future among

laughter with their classmates.

The didactic strategy My plant evidenced the love for nature and

interest in their own wellbeing, at the time of starting this activity, it

was possible to highlight the appropriation of the plant, to the point

of naming it, the desire for life, care, motivation, creativity and the

desire to learn more in order to want to do things well. With this

activity, significant learning was evidenced, demonstrating

awareness of their own knowledge, the interest in discovering new

things due to the need to keep the plant alive was visualized.

Drawing represents the exploration and demonstration of art, when

feelings are expressed through this artistic technique the individual

can perceive his environment in a direct way where he can interact

with his surroundings and his own inner self, expressing feelings and

desires.

The transversality of art with other areas of knowledge, in this case

natural sciences, allows complementing ideas, creatively analyzing

the environment and expressing it creatively, generating confidence

and interest in meaningful learning. Art as a strategy generates

autonomy, providing the possibility of learning in an autonomous

way, since it depends on their own ability to express themselves, thus

strengthening their creativity and motivation.

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