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Nature of Textile Teachers Instructional Approaches and Students Skills Acquisition in Ghana Senior High School Classrooms

Received: 20 August 2019     Accepted: 16 September 2019     Published: 14 October 2019
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Abstract

The purpose of this study was to investigate Ghana senior high school textile teachers’ instructional approaches and students’ practical skills acquisition. The study employed a cross-sectional survey design. The study targeted senior high school textile teachers, graduates and heads of visual arts department in Ghana senior high schools. The sample size for the study was 243 (225 teachers, 12 textile graduates & 6 HoDs). The study employed a questionnaire, document analysis, an interview guide and non-participant observation as research instruments for data collection. The findings of the study indicated that the textile training curriculum has enough practical components to equip learners with employable skills. The study also found out that most textile teachers used teacher-centred instructional methods of teaching such as lecture and whole class discussion methods than hands-on instructional methods such as demonstration, project method, field trip, learning by doing, and work-based learning. The study recommended that textile teachers should be encouraged to always use hands-on instructional approaches such as demonstration, project method and fieldtrip. Work-based (industrial attachment) which is not part of Ghana senior high schools textile system should be introduced into the curriculum.

Published in International Journal of Secondary Education (Volume 7, Issue 4)
DOI 10.11648/j.ijsedu.20190704.12
Page(s) 101-106
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Instructional Approaches, Skills Acquisition, Textiles

References
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[20] Kimotho, R. M. (2016). Pedagogical challenges facing the teaching of business studies and impact on students’ achievement in secondary schools in Nyandarua County- Kenya (Master’s thesis). Department of Educational Communication and Technology, Kenyatta University.
[21] Yusof, Y., Roddin, R. & Awang, H. (2015). What students need, and what teacher did: The impact of teacher’s teaching approaches to the development of students’ generic competences. Procedia-Social and Behavioral Sciences 204, 36–44.
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  • APA Style

    Johnson Kofi Kassah, Jacqueline Kisato, Agbeyewornu Kofi Kemevor. (2019). Nature of Textile Teachers Instructional Approaches and Students Skills Acquisition in Ghana Senior High School Classrooms. International Journal of Secondary Education, 7(4), 101-106. https://doi.org/10.11648/j.ijsedu.20190704.12

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    ACS Style

    Johnson Kofi Kassah; Jacqueline Kisato; Agbeyewornu Kofi Kemevor. Nature of Textile Teachers Instructional Approaches and Students Skills Acquisition in Ghana Senior High School Classrooms. Int. J. Second. Educ. 2019, 7(4), 101-106. doi: 10.11648/j.ijsedu.20190704.12

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    AMA Style

    Johnson Kofi Kassah, Jacqueline Kisato, Agbeyewornu Kofi Kemevor. Nature of Textile Teachers Instructional Approaches and Students Skills Acquisition in Ghana Senior High School Classrooms. Int J Second Educ. 2019;7(4):101-106. doi: 10.11648/j.ijsedu.20190704.12

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  • @article{10.11648/j.ijsedu.20190704.12,
      author = {Johnson Kofi Kassah and Jacqueline Kisato and Agbeyewornu Kofi Kemevor},
      title = {Nature of Textile Teachers Instructional Approaches and Students Skills Acquisition in Ghana Senior High School Classrooms},
      journal = {International Journal of Secondary Education},
      volume = {7},
      number = {4},
      pages = {101-106},
      doi = {10.11648/j.ijsedu.20190704.12},
      url = {https://doi.org/10.11648/j.ijsedu.20190704.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20190704.12},
      abstract = {The purpose of this study was to investigate Ghana senior high school textile teachers’ instructional approaches and students’ practical skills acquisition. The study employed a cross-sectional survey design. The study targeted senior high school textile teachers, graduates and heads of visual arts department in Ghana senior high schools. The sample size for the study was 243 (225 teachers, 12 textile graduates & 6 HoDs). The study employed a questionnaire, document analysis, an interview guide and non-participant observation as research instruments for data collection. The findings of the study indicated that the textile training curriculum has enough practical components to equip learners with employable skills. The study also found out that most textile teachers used teacher-centred instructional methods of teaching such as lecture and whole class discussion methods than hands-on instructional methods such as demonstration, project method, field trip, learning by doing, and work-based learning. The study recommended that textile teachers should be encouraged to always use hands-on instructional approaches such as demonstration, project method and fieldtrip. Work-based (industrial attachment) which is not part of Ghana senior high schools textile system should be introduced into the curriculum.},
     year = {2019}
    }
    

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    T1  - Nature of Textile Teachers Instructional Approaches and Students Skills Acquisition in Ghana Senior High School Classrooms
    AU  - Johnson Kofi Kassah
    AU  - Jacqueline Kisato
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    Y1  - 2019/10/14
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    T2  - International Journal of Secondary Education
    JF  - International Journal of Secondary Education
    JO  - International Journal of Secondary Education
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    AB  - The purpose of this study was to investigate Ghana senior high school textile teachers’ instructional approaches and students’ practical skills acquisition. The study employed a cross-sectional survey design. The study targeted senior high school textile teachers, graduates and heads of visual arts department in Ghana senior high schools. The sample size for the study was 243 (225 teachers, 12 textile graduates & 6 HoDs). The study employed a questionnaire, document analysis, an interview guide and non-participant observation as research instruments for data collection. The findings of the study indicated that the textile training curriculum has enough practical components to equip learners with employable skills. The study also found out that most textile teachers used teacher-centred instructional methods of teaching such as lecture and whole class discussion methods than hands-on instructional methods such as demonstration, project method, field trip, learning by doing, and work-based learning. The study recommended that textile teachers should be encouraged to always use hands-on instructional approaches such as demonstration, project method and fieldtrip. Work-based (industrial attachment) which is not part of Ghana senior high schools textile system should be introduced into the curriculum.
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Author Information
  • Department of Vocational Education, St. Francis College of Education, Hohoe, Ghana

  • Department of Fashion, Design & Marketing, Kenyatta University, Nairobi, Kenya

  • Department of Graphic Design, University of Education-Winneba, Winneba, Ghana

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