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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/6242

Title: Instructional Strategies, Institutional Support and Student Achievement in General Knowledge in Art : Implications for Visual Arts Education in Ghana
Authors: Opoku-Asare, Nana Afia
Agbenatoe, Wisdom Gameli
DeGraft-Johnson, Kwamena Gyanpanyin
Keywords: Teaching
Student achievement
General Knowledge in Art
Visual Arts
Home Economics
Senior High School
Ghana
Issue Date: 2014
Publisher: Journal of Education and Practice
Citation: Journal of Education and Practice, Vol.5, No.21, 20
Abstract: General Knowledge in Art (GKA) is a core subject fo r Visual Arts students in Ghana’s Senior High Schoo ls but an elective for Home Economics students. Unlike Tex tiles, Ceramics and allied Visual Arts subjects whi ch are taught by specialist teachers, GKA has no specialis t teachers: all Visual Arts teacher are deemed comp etent to effectively deliver the GKA curriculum; hence teach ing and student achievement in GKA varies according to the strengths of GKA teachers. This paper describes an investigation of how the teaching methods, instruct ional strategies and resources employed by GKA teachers i n Ghana’s Senior High Schools affect student achiev ement in the subject. Using findings analyzed from qualit ative and quantitative data gathered via questionna ire administration to 420 GKA students (Visual Arts = 2 27 or 54.0%; Home Economics = 193 or 46.0%) in four schools in Ashanti Region; interview with nine GKA teachers, school librarians and storekeepers, as we ll as observation of 14 lessons, the study revealed a hig h student-teacher ratio which encourages ‘whole cla ss’ teaching via the lecture method, and teacher use of verbal examples, textbook illustrations, chalkboar d diagrams, and photographs as instructional media. It emerged that lack of art studios, tools and materials, inad equate funding, and weak institutional support discourage the teaching of practical lessons, including fieldt rips to derive aesthetic experiences from community resources. Lac k of ICT and internet facilities also discourage re search that could supplement teaching notes GKA students l earn for assessment. Invariably, many Visual Arts a nd Home Economics students who offer GKA make poor gra des in internal and external examinations and miss out on higher education.
Description: KNUST
URI: http://hdl.handle.net/123456789/6242
ISSN: 2222-173
Appears in Collections:College of Arts and Social Sciences

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