Browsing by Author "Akuamoah-Boateng, Annette"

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    The Effect of Flipped Classroom on Students’ Academic Achievements in Textile Weaving: The Case of Presbyterian Senior High School, Bompata
    (August 2019) Akuamoah-Boateng, Annette;
    Technological advancement and innovations in technology continue to shape and influence various aspects of human endeavour and various sectors of the economy ranging from education, commerce, culture and entertainment. Student’s ability to develop an interest in a course and consider pursuing a career in that particular field is determined on the effectiveness of teaching and learning methods adopted. To ensure active participation and to inflame the passion of students in the study of weaving amid the challenges of equipment, and materials, there is the need to employ alternative teaching strategies that drive passion and provide the needed engagement such as flipped learning. The purpose of this study has been to identify the existing instructional strategies used in teaching textile weaving, introduce the flipped learning model as a pedagogical strategy for teaching weaving in textiles in and to examine the effectiveness of the flipped classroom model in the teaching and learning of textiles weaving on students’ academic performance in Presbyterian Senior High School. The research method employed was the mixed- method which involves the use of both qualitative and quantitative method. The data was gathered from a sample size of 44 respondents comprising First Year Visual Arts students at Presbyterian Senior High School, Ghana through purposive sampling technique and analyzed using the Statistical Package for Social Sciences (SPSS) Version 21. Flipped classroom teaching and learning methods have been f o und to make teaching and learning easier and fun for students due to its student-centeredness and the use of modern technology which most students have f o und very adaptable. Further findings have shown a remarkable improvement in students’ academic performance through the introduction of the flipped classroom as instructional method compared with the traditional method of teaching and learning as indicated by pre-test and post-test results of 22.7% and 93.2% pass respectively. However, adequate computers and constant supply of electricity are required in order to undertake flipped classroom teaching and learning. It has been recommended that the ICT lab be furnished with adequate computers and lab assistants be available in order to ensure effective us