http://41.74.91.244:8080/handle/123456789/784 2026-04-06T16:57:38Z 2026-04-06T16:57:38Z Mensah, L. http://41.74.91.244:8080/handle/123456789/5165 2026-03-30T09:39:47Z 2025-02-01T00:00:00Z

Mitigating the effect of ‘broken’ English in academic writing- Theatre for development as intervention Mensah, L. This study, titled "Mitigating the Effect of ‘Broken’ English in Academic Writing: Theatre for Development as Intervention," investigated the frequency and impact of ‘Broken’ English on academic writing at Peki Senior High Technical School in the Volta Region, Ghana. The research identified ‘Broken’ English as a significant linguistic challenge that hindered effective communication, comprehension, and academic performance among students. The persistent use of non-standard English in students' written work resulted in grammatical inconsistencies, improper sentence structure, and reduced clarity, ultimately affecting their academic success. Using a qualitative research approach, the study explored Theatre for Development (TfD) as an innovative and culturally relevant pedagogical intervention to address these linguistic challenges. TfD integrated drama, role-playing, and interactive performances to foster students’ language proficiency and cultural awareness. This approach allowed students to engage actively in the learning process by visualising language-related errors, reenacting corrective measures, and participating in discussions that reinforced the principles of Standard English usage. The intervention highlighted the contextual relevance of language learning, bridging the gap between students' everyday linguistic practices and the academic writing standards expected in formal education. Data were collected through document analysis, Focus Group Discussions, interviews, and direct observations. A sample of 30 students’ academic scripts was analysed to identify linguistic patterns and challenges related to ‘Broken’ English usage. The TfD intervention involved dramatised scenarios portraying common language errors, followed by interactive discussions that emphasised correct grammar, vocabulary usage, and writing conventions. The findings revealed that the TfD approach significantly enhanced students’ understanding of Standard English grammar, vocabulary, and writing conventions. Students who participated in the intervention demonstrated improved academic writing skills, greater awareness of linguistic rules, and increased confidence in their ability to express themselves effectively in formal contexts. Furthermore, the participatory and engaging nature of TfD created an inclusive learning atmosphere that encouraged peer collaboration and self-expression, reinforcing students’ commitment to language improvement. The study also noted that students who were more conscious of the negative effects of ‘Broken’ English made deliberate efforts to minimise its use in their academic work, highlighting the effectiveness of awareness-driven interventions. This research contributes to the discourse on language education by providing actionable recommendations for educators, policymakers, and stakeholders to integrate TfD into the school curriculum as a long-term strategy for improving students' language proficiency and academic outcomes. Additionally, the study underscores the importance of continuous support mechanisms, such as writing workshops and peer mentorship programs, to sustain students' progress in mastering Standard English. By equipping students with the necessary language skills, this study reinforces the importance of overcoming linguistic barriers to ensure success in academic and professional settings A thesis in the department of Theatre Arts, School of Creative Arts, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for award of the Master of Philosophy (Theatre Arts) in University of Education, Winneba FEBRUARY, 20

2025-02-01T00:00:00Z Danquah, K.T. http://41.74.91.244:8080/handle/123456789/5101 2026-03-18T11:09:12Z 2024-07-01T00:00:00Z

Parental perspectives on children’s artistic expression- a study of the Effutu talent show in the Effutu Municipality, Ghana Danquah, K.T. This qualitative case study explores parental perspectives on the Effutu Talent Show, an annual event for children aged 7-15 in the Effutu municipality of Ghana. Using semi-structured interviews with 10 parents of diverse educational backgrounds, the study investigated how parents view the show, its perceived benefits for children’s artistic development, and expectations for future iterations. Findings revealed that parents generally hold positive views of the show, praising its ability to uncover hidden talents and provide a platform for artistic expression. Parents reported significant benefits to their children’s artistic development, including increased confidence, enhanced skills, and improved social behavior. However, challenges such as insufficient publicity and financial constraints were noted. Parents expressed expectations for more diverse talent categories, enhanced parental involvement, and year-round programming in future shows. The study concludes that the Effutu Talent Show is a valuable community asset with potential for significant impact on children’s artistic and personal development. Recommendations include expanding talent categories, implementing a structured competition format, enhancing parental involvement, developing year-round programming, improving outreach, securing sustainable funding, and enhancing cultural and educational components. This research contributes to understanding parental perspectives on children’s artistic expression. A thesis in the Department of Theatre Arts, School of Creative Arts, submitted to the School of Graduate Studies, University of Education, Winneba, in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Theatre Arts (Events Management) degree in University of Education, Winneba JULY 2024

2024-07-01T00:00:00Z Quarcoo, D.D. http://41.74.91.244:8080/handle/123456789/5093 2026-03-16T13:27:27Z 2024-12-01T00:00:00Z

Popular dance forms in Christian worship a study of Lighthouse Chapel International Church, Ghana. Quarcoo, D.D. This study explores the integration of popular dances into Ghanaian Christian worship, focusing specifically on charismatic congregations such as Lighthouse Chapel International. The research aims to identify and classify the popular dance forms in Christian worship, also to explore the motivations driving this integration, and understand how these practices influence the worship experiences within the church community. Utilising a qualitative phenomenological approach, data was collected through semi-structured interviews and participant observations conducted over a six-month period in two branches of Lighthouse Chapel International: Anagkazo Assemblies at Nyanyano-Kakraba and Bluerose at Budumburam. The findings reveal a high integration of Afro-Dance and Amapiano dances, which serve as personalised expressions of faith. Participants highlighted motivations such as personal expression and talent utilisation, community engagement, and the enhancement of worship experiences through dance. This integration facilitates inclusivity and generational connection within the church, although it also raises concerns regarding doctrinal integrity and appropriateness. The semiotic theory framework employed allows for an understanding of dance as a system of signs that communicates cultural, emotional, and spiritual messages in worship. Overall, this research presents perspectives into the relationship between tradition and modernity in Ghanaian Christian worship practices, emphasising the importance of thoughtful integration of popular dance forms in promoting engaging and inclusive worship experiences. Thesis in the Department of Theatre Arts, 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 (Theatre Arts) in the University of Education, Winneba DECEMBER, 2024

2024-12-01T00:00:00Z Acquah, K. http://41.74.91.244:8080/handle/123456789/5019 2026-03-02T16:46:07Z 2024-06-01T00:00:00Z

Dance as a therapeutic measure for depressed patients at Ankaful Psychiatric Hospital Acquah, K. This study explores the effectiveness of dance therapy as an alternative approach to managing depression at Ankaful Psychiatric Hospital. Using a qualitative research approach and Kemmis and McTaggart’s (1988) action research model, five participants engaged in mindfulness-based dance sessions tailored to their specific needs. Laban Movement Analysis provided the theoretical framework for assessing movement patterns and expressions. Findings revealed that the dance therapy intervention significantly improved participants physical, emotional, social and psychological well-being. Physically, participants became more active, overcoming initial tension and improving mobility, posture and coordination. Emotionally, the intervention created a safe space for self-expression, allowing participants to release repressed emotions and experience relief, increased confidence and mood stability. Socially, engagement in group activities reduced isolation, promoting trust, connections and meaningful interactions. Psychologically, participants developed a coping tool to manage negative thoughts, enhance focus and build self-awareness. The implementation process was carefully adapted, integrating culturally relevant music, group exercises and reflection phases to enhance participation. Data from observation, Questionnaires, and the Beck Depression Inventory-II confirmed a reduction in depressive symptoms across all participants. The study highlights the potential of the need for integrating dance therapy into mental care in Ghana. A Thesis in the Department of Theatre Arts, School of Creative Arts, submitted to the School of Graduate Studies, University of Education, Winneba, in partial fulfilment of the requirements for the award of Master of Philosophy in Theatre Arts. 2024

2024-06-01T00:00:00Z