http://41.74.91.244:8080/handle/123456789/646 2026-05-26T12:58:23Z 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 The findings revealed a fragile technological foundation characterised by scarce and outdated hardware, unreliable utilities, and negotiated access.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 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 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 2024-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5167 Music instruction in Krowor Municipal basic Schools Peprah, P. This study embarked on an in-depth exploration of music education within the context of private basic schools in Krowor Municipality. The research harnessed the insights of 45 participants; 5 music teachers and 40 pupils, selected through purposive sampling, to illuminate the current state of music instruction there. Employing a comprehensive methodology that encompassed in-depth interviews, focused group discussions, and observations, the study uncovered multifaceted perspectives on music education. The data for this study was analysed u+--sing a thematic analysis method. Across the sampled schools’ diverse approaches to music education emerged, shedding light on varying levels of integration and importance. The limitation of allocated time emerged as a constraint, impacting the depth and effectiveness of music education, despite its acknowledged positive influence on academic performance. An intriguing facet unveiled by the socio-demographic analysis was the prevalence of non-specialist teachers, highlighting a central challenge of generalist educators delivering music instruction. Proposed solutions include dedicated time slots and specialist teachers. This study calls for collaborative measures to address these challenges and optimize music education quality. As the study findings resonate beyond the sampled schools, they offer insights for broader efforts to nurture holistic and impactful musical education experiences A thesis in the Department of Music 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 (Music Education) in the University of Education, Winneba JULY 2024 2024-07-01T00:00:00Z