dc.contributor.author |
Gyadu, A |
|
dc.date.accessioned |
2023-03-08T12:07:38Z |
|
dc.date.available |
2023-03-08T12:07:38Z |
|
dc.date.issued |
2014 |
|
dc.identifier.uri |
http://41.74.91.244:8080/handle/123456789/1652 |
|
dc.description |
A THESIS IN THE DEPARTMENT OF MUSIC EDUCATION, SCHOOL OF
CREATIVE ARTS, SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES,
UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR AWARD OF THE MASTER OF PHILOSOPHY
(ARTS AND CULTURE) DEGREE
JUNE, 2014 |
en_US |
dc.description.abstract |
The study sought to examine the cognitive, psychomotor and psychosocial values of folk
games, how these games can develop life skills in school children and its integration in
teaching and learning. The study focused on three selected districts from the central region of
Ghana. Of each selected district, two basic schools were chosen for the study with teachers,
parents and pupils being the target population. The convenience sampling technique under
non-probability sampling was used to select the accessible subjects. However, the lottery
method of the simple random sampling technique was used to select the three districts. The
study followed the qualitative model by using case study and questionnaire to gather data.
Moreover interviews, photographic evidence and non-participant observations were also used.
Evidence from the study revealed that both teachers and parents shared positive concerns
about the benefits of folk games to the development of the child’s cognitive, psychomotor and
psychosocial development. However, the positive impact of electronic children’s games on
the child’s development was upheld by some respondents though some identified negative
effects on the child’s behaviour and performance at school. Again, the study showed that
children use substantial aspects of their play emulating adult roles which are essential for
developing life skills. It was also found that lessons integrated with folk games in the study
however yielded positive results in that pupils’ interest were sustained and also were able to
answer questions posed to them with little or no difficulty. It is recommended that further
study should be conducted into the game culture of communities where basic schools are
situated. Teachers could also factor folk games in the methodology of their teaching as well
as motivate pupils to play more folk games at school. Developing manuals on educational
folk games by teachers could be helpful in teaching various subjects in the Ghanaian public
Basic Schools. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
Unversity Of Education,winneba |
en_US |
dc.subject |
Folk games |
en_US |
dc.subject |
Life skills development |
en_US |
dc.title |
Folk games and life skills development among children in public schools in the Central region of Ghana |
en_US |
dc.type |
Thesis |
en_US |