Assessment of support systems and their impact on students’ skill acquisition in textiles education in selected Senior High Schools in Kumasi Metropolis

No Thumbnail Available
October, 2019
Journal Title
Journal ISSN
Volume Title
The sole aim of any Visual Art programme which Textiles is no exception is to foster creativity and equip learners with skills to be self-employed. Skill acquisition comes with a task thus putting the right resources in place to ensure that a desirable result is achieved. Also, there must be key stakeholders to ensure that resources are utilized effectively because the sustenance of every institution largely depends on the availability and accessibility of support system in the teaching and learning environment. Due to the above, the study had two objectives (1) to identify and describe Support Systems available for Textiles and also (2) to assess the impact they have on students’ skill acquisition. Several literature were reviewed to highlight on the various support systems which must function properly to ensure skill acquisition in Textiles education in the Senior High Schools. The study employed both qualitative and quantitative approaches (mixed methods) based on case study and descriptive research; and also used interview, questionnaire and observation as the main data collection instruments. The data were collected using the sample size of 50 SHS three students, 5 heads of department, 3 heads of schools, 3 assemblymen, 3 lecturers and 1National Council for Curriculum and Assessment coordinator in the Kumasi Metropolis. The data were analyzed through SPSS and the CIPP model propounded by Stufflebeam to gain insight into what goes into the teaching and learning of Textiles at the Senior High Schools in the Kumasi metropolis. The study revealed that skills acquired by students are inadequate to be self-employed due to lack of tools, equipment, and materials, the reluctance of some key stakeholders, lack of innovation on the part of teachers, limited instructional period and total neglect of co-curricular activities such as field trips. The teaching syllabus for Textiles in the Senior High School is thorough enough to equip students with enough expertise to be self-employed but the majority of students end up with only theoretical knowledge due to lack of physical resources for effective coursework. Also, key stakeholders who are supposed to offer support to the programme have neglected their responsibilities. To ensure that students acquire the requisite skills to practise a vocation after school, it is recommended that, the government should establish centres within the sub-metros or municipalities to serve as teaching facilities to satisfy the schools within that district. The timelines of both the University and the Senior High School must be structured well so that SHS can access the University’s facilities when they vacate. School authorities must collaborate with Textiles teachers to create E-libraries where students can access information in the absence of GES approved textbooks.
A thesis submitted to the Department of Educational Innovations in Science and Technology, College of Art and Built Environment, Kwame Nkrumah University of Science and Technology, Kumasi in partial fulfilment of the requirements for the degree of Master of philosophy in art education.
Assessment, Influences, students’ skill acquisition, students’ skill acquisition, textiles education, selected Senior High Schools, Kumasi Metropolis