http://41.74.91.244:8080/handle/123456789/781 Mon, 25 May 2026 17:39:54 GMT 2026-05-25T17:39:54Z http://41.74.91.244:8080/handle/123456789/5223 Computer-assisted instruction (CAI) usage in teaching graphic design in Senior High Schools in the Eastern Region Fofo, J.K. In Ghana, integrating Computer-Assisted Instruction (CAI) is essential for aligning Graphic Design education with contemporary digital practice. However, a significant gap persists between national ICT policy aspirations and classroom reality in Ghana. This study explored the integration of CAI in the teaching of Graphic Design within selected Senior High Schools in the Abuakwa North Municipality. Guided by an integrated theoretical framework of Constructivism and Behaviorism, the study pursued three objectives: to investigate available instructional technologies, explore current CAI practices, and assess systemic barriers to adoption. A qualitative research design was employed, using semi-structured interviews with six Graphic Design teachers and non-participant observations. Data were analysed through thematic analysis. The findings revealed a fragile technological foundation characterised by scarce and outdated hardware, unreliable utilities, and negotiated access. CAI practices were predominantly teacher-centred, relying on demonstrations and constrained group work due to resource limitations, though student engagement was notably high. The most profound barriers were systemic, with the high-stakes examination (WASSCE) favouring manual skills acting as the primary disincentive. This was compounded by a critical lack of subject-specific teacher training, attitudinal resistance to digital art, and inflexible school timetables. The study concludes that meaningful CAI integration is hindered not merely by a lack of resources, but by a complex ecosystem of conflicting assessment priorities, inadequate professional support, and institutional culture. It recommends strategic reforms, including revising national assessment to include digital portfolios, mandating specialised digital pedagogy training for teachers, and ensuring stable foundational infrastructure in schools to bridge the gap between policy and practice in Graphic Design education. A thesis in the Department of Art Education, School of Creative Arts, submitted to the school of Graduate Studies in Partial Fulfilment of the requirements for the award of the degree of Master of Philosophy (Art Education) in the University of Education, Winneba JULY, 2025 Tue, 01 Jul 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5223 2025-07-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5196 Investigating factors that influence students’ choice of colour for picture-making Asare, J.A The main objective of the study was to examine the factors influencing students’ choice of colour in Picture Making. The study was guided by three specific objectives; to explore the students’ knowledge of colour symbolism in relation to their choice of colours in Picture Making at Tema Secondary School, Ghana; to examine students’ perception of colour combinations for Picture Making and; to explore the rationale for choosing colours for Picture Making by students at Tema Secondary School. The study adopted a descriptive research design and a qualitative research approach. Nine students were selected for the study. The findings show that colour symbolism is very essential to students when selecting the choice of colour in their picture making. The study’s findings also showed that students have a certain degree of understanding of colour combinations as other respondents were of the view that it sometimes poses a challenge for them during picture making. The study recommends that teachers can assign research projects on specific colours and their symbolic meanings. Teachers should have students present their findings to the class, and discuss historical, cultural, and psychological associations. This can promote independent learning and deeper exploration. A dissertation in the Department of Art Education, School of Creative Arts, Submitted to the School of Graduate, in partial fulfilment Of the requirements for award of the degree of Master of Philosophy (Art Education) In the University of Education Winneba. DECEMBER, 2024 Sun, 01 Dec 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5196 2024-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5182 A visual analysis of works of some selected Ghanaian art educators Ezuame, M.M. Although art is widely studied as a discipline, limited scholarly attention has been given to art educators, particularly within Ghanaian higher education institutions. This gap is important in the context of ongoing curriculum reforms that emphasize creativity, critical thinking, and engagement with Ghanaian society and culture. Art educators play a crucial role in training future artists, teachers, and cultural practitioners by promoting critical inquiry, cultural awareness, and professional competence beyond technical instruction. This study examines the pedagogical practices, artistic work, and professional experiences of Ghanaian art educators to understand how curricular goals are interpreted and implemented despite persistent challenges in art education. Using a qualitative approach based on narrative research design and content analysis, the study draws on interviews and observations involving seven art educators from three tertiary institutions in Ghana. Findings reveal that art educators adopt personal and instructional strategies that stimulate creativity, encourage cultural self-expression, and develop students’ technical and critical abilities. Despite heavy academic responsibilities, they remain active in research, professional development, and creative practice, contributing to curriculum reform and pedagogical advancement. Their artistic works engage with social, cultural, political, and environmental issues while promoting African identity. The study concludes that recognizing art educators as both artists and teachers is essential for strengthening art education and shaping contemporary Ghanaian art within global contexts. A thesis submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Art Education) Department of Art Education School of Creative Arts DECEMBER, 2024 Sun, 01 Dec 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5182 2024-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/4871 Children’s Imagination Through Creative Drawing Prompts Avoke, D.S. There are a myriad of problems confronting learners at the early grade of their drawing practice. These problems are mainly as a result of the underpinning issues with regards to the imaginative production and lull identified from the classroom performance of learners with regards to drawing. The bases of these problems highlights that, learners have a tendency to doubt their drawing ability, there is insufficient allocation of drawing materials and time needed for practical activities such as drawing and there is a lack of diversity found within the drawing approach. With that, the focus on exploring children’s imagination through the introduction of creative drawing prompts at the basic school level, primarily utilises prompts as a drawing aids, a guide or cue, crucial in promoting and nurturing imagination, originality, independence and the general positive outcome of drawing. The researcher relied on the action research design with various methods of diagnosis which provided the evidence to establish a cause of action. The diagnosis also aided in providing needed information for creating a baseline with the pre-test, to determine the strengths and weaknesses of the class and to intervene in certain aspects of the drawing approach by monitoring the progress made with the intervention of the drawing prompts. Assessment strategies based on the qualitative approach were also used to form a systematic plan of action for how the study was going to be approached when determining learners’ imagination. Interviews, observations and documents reviewed were the various instruments for collecting necessary data and information from the respondents. The data analysis plan based on the thematic and content analysis aided in transcribing codes from participants wording and drawing outcomes, as emerging themes and pictorial data were analysed on the criteria of vividness, originality and transformativeness. Previous empirical studies made on prompts also contributed in affirming the credibility of the study. Therefore from the data collected, the outcome of the study revealed that, drawing prompts enabled learners to easily conceptualise diverse ideas into drawings based on the type of instructions given. Learners demonstrated high levels of independence, composure and focus in the drawing activity and the signs of struggle and frequency of erasure was less in comparison to their previous experiences with drawing. The researcher therefore recommends that drawing prompts should be further explored in other areas and more research should be done by instructors and teachers in the field of creative arts when handling practical lessons and seeking alternative approaches to nurture imaginative thinking. A thesis in the Department of Art Education, School of Creative Arts, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Art Education) University of Education, Winneba Sun, 01 Sep 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/4871 2024-09-01T00:00:00Z