The influence of visual literacy and creativity on the quality of self-photographic compositions in vocational high school

Abstract

This study examined the independent and combined associations of visual literacy and creativity with photographic composition quality among vocational high school students. A quantitative correlational design involved 32 students selected through total sampling. Visual literacy and creativity were assessed using validated questionnaires, while photographic composition quality was evaluated using a performance-based rubric. Data were analyzed using multiple linear regression. Visual literacy showed a negative, nonsignificant association (β = −0.531, p = 0.204), whereas creativity demonstrated a positive, nonsignificant association (β = 0.655, p = 0.120). The overall model was nonsignificant (F(2,29) = 1.335, p = 0.279), explaining 8.4% of the variance (R² = 0.084). Neither predictor demonstrated statistically significant associations with photographic composition quality. These findings indicate limited explanatory power and highlight the need for broader investigations incorporating technical competencies, practical experience, and objective assessments.