Abstract:
The purpose of the study was to assess teachers’ instructional strategies used in
teaching creative arts lessons in the Effutu Municipality. The study was underpinned
by the pragmatist paradigm and influenced by the mixed method research approach.
The sequential explanatory mixed method design was used for the study with a target
population of 75 lower primary school teachers in the Effutu Municipality. The study
sampled all 75 lower primary school teachers from public basic schools in the
municipality using census technique.5 teachers were purposefully sampled for the
interview. The data was gathered using questionnaire and semi-structured interview
guide. While the reliability of the instrument was ascertain through a Cronbach Alpha
coefficient value of 0.78, trustworthiness of the interview were ensured through
credibility, dependability, transferability and confirmability. The data was analysed
using frequencies, percentages, mean of means, standard deviations and thematic
approach. The study revealed that brainstorming, dramatization, independent learning,
cooperative learning and experiential learning were the instructional strategies used in
teaching creative arts lessons in the Effutu Municipality. Again, classroom size,
teachers’ beliefs of teaching and learning, learners’ interest, availability of resources,
teaching experience, time allocation, academic qualification, national curriculum, and
availability of technology were factors that influence teachers’ choice of instructional
strategy. However, the national curriculum and learners’ interest have the greatest
influence on teacher’s choice of instructional resources for teaching creative arts
lessons while academic qualification does not influence the respondent’s choice of
teacher’s instructional strategy in the Effutu Municipality. It was therefore
recommended that head teachers should encourage the use of appropriate instructional
strategies and resources in the teaching and learning creative arts.
Description:
A thesis in the department of Early Childhood Education, faculty of Educational Studies, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for award of the degree of Master of Philosophy (Early Childhood Education) in the University of Education, Winneba
OCTOBER, 2022