Computer-assisted instruction (CAI) usage in teaching graphic design in Senior High Schools in the Eastern Region

Abstract

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 The findings revealed a fragile technological foundation characterised by scarce and outdated hardware, unreliable utilities, and negotiated access.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.