Gamification in home economics education to enhance students’ drawing at Mpohor senior high school
| dc.contributor.author | Baiden, Patrick | |
| dc.contributor.author | ||
| dc.date.accessioned | 2021-06-30T10:56:20Z | |
| dc.date.accessioned | 2023-04-19T04:14:04Z | |
| dc.date.available | 2021-06-30T10:56:20Z | |
| dc.date.available | 2023-04-19T04:14:04Z | |
| dc.date.issued | 2021-06-30 | |
| dc.description | A thesis submitted to the Department of Educational Innovation in Science and Technology, College of Art and Built Environment, Kwame Nkrumah University of Science and Technology in partial fulfillment of the requirements for the Degree of Master of Philosophy in Art Education. | en_US |
| dc.description.abstract | Drawing is an important component in the General Knowledge in Art (GKA) syllabus and also an integral requirement in the WASSCE results. Most students offering the GKA as an elective subject sees drawing as canker. Comparably, Visual Art students offering GKA have an upper hand on their Home Economics counterpart who are also studying the subject: with reasons that, the Visual Arts students draw in other art-related subjects such as Picture Making, Sculpture, Graphic Design among others. Most Home Economics Students offering GKA develop a phobia for drawing; while others omit GKA and choose its alternative elective, because of how it is taught in the various secondary schools in Ghana. Grounded on these verdicts, the researcher espoused Gamification as an intervention to aid teaching and learning of drawing at the SHS level. This study identified and analyzed the teaching activities in teaching and learning of drawing; to implement Gamification as an instructional strategy in teaching and learning of drawing for Home Economics students; and also evaluate the effect of Gamification as an instructional strategy in teaching and learning of drawing for.The study employed the mixed-method research design; descriptive and quasi-experimental research methods. Participant observation, interviews and questionnaires were employed to gather and scrutinize data in the classroom environment of Home Economics second years class in Mpohor. It also weighed the effectiveness of the gamification as a mediation to improve concentration and enactment among Home Economics students offering GKA. Purposive sampling was espoused to sample fifty nine (59) Home Economics students and two (2) GKA teachers as respondents. The sample teachers were guided on the designing of definite objectives; how to choose appropriate teaching methods and approaches.The introduction of gamification heartened vigorous, participatory and collective learning by engaging students in the study of drawing in GKA. The gamification intervention transformed the classroom subtleties and promoted innovative teaching and learning methods. The gamification model also increased student-teacher interactivity; curved the students into inspired lively learners, and augmented the level of students’ engagement in learning drawing. The research concluded that gamification offers a great perspective on existing methods of teaching. The researcher recommended the following: GKA teachers should move towards learner-centred approaches and engross in innovative ways of boosting up their teaching with numerous technological changes in order to make lessons collaborative, pleasurable and explicable; teachers should consider interactive based lessons, set reachable concise objectives and choose suitable teaching and learning resources from their immediate environment; GKA teachers should develop suitable formative and summative valuation methods and implement group teaching approaches considering the time allocated in order to make all students reach the accepted level of mastery. | en_US |
| dc.description.sponsorship | KNUST | en_US |
| dc.identifier.uri | https://ir.knust.edu.gh/handle/123456789/14206 | |
| dc.language.iso | en_US | en_US |
| dc.title | Gamification in home economics education to enhance students’ drawing at Mpohor senior high school | en_US |
| dc.type | Thesis | en_US |
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