Instructional Framework for Digital Drawing Management Through Studio-based Pedagogy in Higher Education context – Case study

In outcomes-based teaching and learning practices, the digital drawing subject focuses on discipline-specific knowledge and skills acquired by students. The varying skills and competency levels of entry-level university students present challenges in class management and instructional design within a studio-based class setup. This study proposes an instructional framework based on the direct instruction model and examines its impact on students’ performance. The study utilized three phases of data collection: formative assessment, post-intervention assessment, and a self-reflection questionnaire to gauge students' perceptions of the learning process. The participants were thirty-two first-year university students with varying levels of freehand drawing skills enrolled in a digital drawing course. Statistical analysis revealed a p-value of 0.00 < 0.05, indicating a significant relationship between instructional procedures and students’ learning performance. Furthermore, the average scores showed an improvement, with semester 2021 scoring 23.08 and semester 2023 scoring 34.64. These findings suggest that the use of the instructional model enhanced learning outcomes compared to previous teaching practices that did not employ a specific model, but it should be applied consistently over time for permanent improvements in results.