Abstract
This mixed-method study made use of 87 curated students' artivism artworks. Data that were generated were analyzed both quantitatively and qualitatively. Artivism was used as one of the creative engagement activities in teaching art appreciation and contemporary issues. The outputs were graded. The perfect score was 20, the lowest score was 17. Descriptive statistical techniques were employed. The frequencies were used to determine the student’s critical ability. The correlation between students' social transformation engagement and art critical ability scores was determined using the Pearson Correlation Coefficient set at alpha .05. Results showed that students' critical ability was 'very high' as an entire group and when grouped according to sex. No significant differences were noted in the student's critical ability and artivism engagement. Analysis, interpretation, and judgment of student’s critical ability in artivism engagement are significantly related. The study contributes to the field of general education by expanding the existing knowledge base.
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