FROM SYLLABUS-TO-INSIGHT: EVALUATING PEDAGOGICAL EFFECTIVENESS AND STUDENT SATISFACTION IN ART AND DESIGN APPRECIATION EDUCATION
DOI:
https://doi.org/10.55197/qjssh.v7i3.1230Keywords:
art appreciation education, syllabus effectiveness, student achievement, pedagogical satisfaction, SuFO, diploma educationAbstract
Art and Design Appreciation (VCS105) is a compulsory two-credit course within the Diploma of Art and Design programme at Universiti Teknologi MARA (UiTM), designed to cultivate foundational visual literacy and critical art analysis skills among first-year students. This study evaluates the effectiveness of VCS105 syllabus delivery by examining two complementary datasets from the October 2025 – February 2026 semester: student academic achievement through a standardised Individual Written Assignment (IWA) and syllabus-focused student satisfaction as measured by selected constructs of the Student’s Feedback Online (SuFO) instrument. A total of 21 students from Group AD1111B participated in the achievement analysis, while 42 students across two groups (AD1111A and AD1111B) contributed SuFO responses pertaining to overall course impression, lecturer professionalism, and teaching and learning activities. Descriptive statistics revealed a mean IWA score of 67.33 (SD = 6.27), with a 100% pass rate. SuFO data yielded an Excellent performance indicator of 95.59% when averaged across the two pedagogical constructs for both groups. The findings indicate that structured, syllabus-aligned pedagogy combining systematic content delivery, clear assessment design, and responsive academic guidance produces strong convergence between demonstrated achievement and perceived learning satisfaction. Implications for syllabus improvement and pedagogical practice in creative arts diploma programmes are discussed. Keywords: art appreciation education; syllabus effectiveness; student achievement; pedagogical satisfaction; SuFO; diploma education; UiTM; VCS105; written assessment; creative arts pedagogy.
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