Colleges of Education Graduates Academic Achievements in Visual Arts and Quality Delivering of Primary Schools Creative Arts Curriculum in Ghana
International Journal of Elementary Education
Volume 8, Issue 3, September 2019, Pages: 58-62
Received: Jul. 16, 2019;
Accepted: Aug. 12, 2019;
Published: Aug. 23, 2019
Views 224 Downloads 137
Johnson Kofi Kassah, Department of Vocational Education, St. Francis College of Education, Hohoe, Ghana
Agbeyewornu Kofi Kemevor, Department of Graphic Design, University of Education-Winneba, Winneba, Ghana
Godwin Gbadagba, Department of Vocational Education, Dambai College of Education, Dambai, Ghana
The aim of this study was to investigate the colleges of education graduates academic achievements in visual arts and their subject matter competency for quality delivering of primary schools creative arts curriculum in Ghana. The study employed cross-sectional survey design. The study targeted visual arts lecturers and graduates of colleges of education. The sample size for the study was 241 (5 lecturers & 236 graduates). The instruments used for data collection were questionnaire and interview guide. The findings of H01 indicated that colleges of education graduates academic achievements in visual arts have no relationship with their subject matter competency for quality delivering of primary schools creative arts curriculum. The results of H02 revealed that teaching and learning resources have positive relationship with the quality delivering of primary schools creative arts curriculum. The study revealed that colleges of education graduates academic achievements in visual arts do not reflect their subject matter competency for quality delivering of the primary school creative arts curriculum. The study also found out that teaching and learning resources were not available for quality delivering of primary schools creative arts curriculum. The study recommended that Ghana Education Service should liaise with visual arts units in colleges of education to periodically organise workshops and seminars for primary school teachers to enhance their subject matter competency. The study also recommended that government should supply creative arts textbooks, modern visual arts teaching and learning resources and tools and materials lacking in primary schools to promote effective teaching and learning of creative arts.
Johnson Kofi Kassah,
Agbeyewornu Kofi Kemevor,
Colleges of Education Graduates Academic Achievements in Visual Arts and Quality Delivering of Primary Schools Creative Arts Curriculum in Ghana, International Journal of Elementary Education.
Vol. 8, No. 3,
2019, pp. 58-62.
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Institute of Education, University of Cape Coast, (2014). Visual arts course outline for colleges of education. Cape Coast, Ghana: Institute of Education, University of Cape Coast.
Eze, T. I., Ezenwafor, J. I. & Obi, M. N. (2015). Effects of age and gender on academic achievement of vocational and technical education (VTE) students of a Nigerian university. Journal of Emerging Trends in Educational Research and Policy Studies, 6 (1), 96-101.
Ali, S. (2013). Factors affecting academic achievement of students. American Journal of Educational Research 1 (8), 283-289.
Ng’ang’a, M. Mwaura, A. M. & Dinga, J. N. (2018). Relationship between achievement goal orientation and academic achievement among form three students in Kiambu County, Kenya. International Journal of Education and Research, 6 (4), 53-68.
Rabgay, T. (2015). A study of factors influencing students’ academic performance in a Higher secondary school in Bhutan. Educational Journal CERD, 16 (2), 73-97.
Jayanthi, S. V., Balakrishnan, S. Ching, A. L. S., Latiff, N. A. A. & Nasirudeen, A. M. A. (2014). Factors contributing to academic performance of students in a tertiary institution in Singapore. American Journal of Educational Research, 2 (9), 752-758.
Ouma, N. O. & Munyua, J. K. (2018). Relationship between teachers’ working conditions and students’ academic performance in public day secondary schools in Nyando sub- county, Kenya. British Journal of Education, 6 (5), 52-58.
Zheng, M. (2015). Conceptualization of cross-sectional mixed methods studies in health science: A Methodological review. International Journal of Quantitative and Qualitative Research Methods, 3 (2), 66-87.
Banerjee, A. & Chaudhury, S. (2010). Statistics without tears: Populations and samples. Industrial Psychiatry Journal, 19 (1), 60-65.
Etikan, I. Musa, S. A. & Alkassim, R. S. (2015). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5 (1), 1-4.
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
Naderifar, M., Goli, H. & Ghaljaie, F. (2017). Snowball Sampling: A purposeful method of sampling in qualitative research. Strides in Development of Medical Education, 14 (3), 1-2.
Kombo, D. K. and Tromp, L. A. (2006). Proposal and thesis writing: An introduction. Nairobi: Pauline’s Publication of Africa.
Taherdoost, H. (2016). How to design and create an effective survey/questionnaire: A step by step guide. International Journal of Advance Research in Management, 5 (4), 37-41.
Tazikeh, E. (2015). Research methodology: Tools and techniques. Romania: BRIDGE CENTER.
Right, J. (2018). The importance of learning materials in teaching. United State of America: Leaf Group Ltd. / Leaf Group Education.
Kigwilu, P. C. (2014). Determinants of effective implementation of artisan and craft curriculum in catholic sponsored community colleges in Nairobi region, Kenya (PhD thesis). Faculty of Education, Catholic University of Eastern Africa Nairobi, Kenya.