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Institute of Education, University of Cape Coast (2014). Vocational skills- visual art syllabus for colleges of education, Ghana. Cape Coast Ghana: Institute of Education, University of Cape Coast.

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Article

Project Method of Teaching Visual Arts and Teacher Trainees Content Knowledge Achievements in Ghana Colleges of Education

1Department of Vocational Education, St. Francis College of Education, Hohoe, Ghana

2Department of Graphic Design, University of Education-Winneba, Winneba, Ghana

3Department of Vocational Education, Dambai College of Education, Dambai, Ghana


American Journal of Educational Research. 2019, Vol. 7 No. 6, 381-385
DOI: 10.12691/education-7-6-1
Copyright © 2019 Science and Education Publishing

Cite this paper:
Johnson Kofi Kassah, Agbeyewornu Kofi Kemevor, Godwin Gbadagba. Project Method of Teaching Visual Arts and Teacher Trainees Content Knowledge Achievements in Ghana Colleges of Education. American Journal of Educational Research. 2019; 7(6):381-385. doi: 10.12691/education-7-6-1.

Correspondence to: Godwin  Gbadagba, Department of Vocational Education, Dambai College of Education, Dambai, Ghana. Email: johnson.kassah@yahoo.com

Abstract

The purpose of this study was to find out the content knowledge achievement of teacher trainees who are taught practical topics in visual arts using project method of teaching and those who are not. The study employed analytical survey design. The study targeted 3- year diploma in basic education colleges of education students in second year offering visual arts as an elective and visual arts lecturers in colleges of education in Ghana. The sample size for the study was 122 (115 students and 7 lecturers). The instruments used for data collection were questionnaire and interview guide. The hypotheses formulated for the study were tested using Pearson point-biserial correlation coefficient. The result of H01 indicated that there is significant difference in content knowledge achievements between the teacher trainees who were taught using project method and those who were not. H02 revealed that practical activities teacher trainees offering visual arts are exposed to through the project method of teaching has a positive relationship on their content knowledge achievements. It was found out that teacher trainees who were taught practical topics in visual arts using project method of teaching acquire new and adequate content knowledge than those taught using other methods of teaching. The study recommended that lecturers teaching visual arts should employ protect method in teaching practical component of the syllabi. Teacher trainees studying visual arts should be motivated to undertake project works that would enable them to acquire relevant skills needed to effectively handle the creative arts and basic design and technology subjects at the basic level of education in Ghana.

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