![]() ![]() A qualitative inquiry was used in garnering data from 57 purposively selected sample consisting of 7 teachers and 50 students from Senior High Schools who have performed creditably in Graphic Design education in Ghana. This was seen as important because of the weaknesses associated with teacher-centred teaching approaches such as using the lecture method that does not allow students to actively participate in the construction of knowledge. The purpose of this study was to find out the constructivist teaching strategies that can maximize students’ performances in Graphic Design in some selected Senior High Schools in Ghana. Keywords: Pedagogy, Typography, Instruction, Graphic Design and Learning Outcomes. Lack of these material resources, coupled with incompetent use of some relevant design software and incomprehensive evaluation criteria by the teachers, students’ learning outcomes were found to have been affected negatively. It was also observed that there were no Ghana Education Service (GES) recommended text books for the teaching of Graphic Design and teachers had to depend on unapproved books published by individuals for the teaching of the subject. Besides, the lecture method of teaching was mainly employed by the teachers, and this affected the students’ skills acquisition and academic achievements. ![]() ![]() Having gathered substantial data from the target teachers and their students in eight Senior High Schools in the Kumasi metropolis, it was evident that there were inadequate professional graphic design teachers, lack of studios, computer laboratory, equipment and other facilities for the execution of Graphic Design works. Observation, interviews and questionnaires were the instruments used for collecting pertinent data. The study purposefully examines the pedagogical approaches of teachers, considering the limited resources available, and how they affect students’ acquisition of concepts and skills. This study dwells predominantly on the teaching strategies employed by Graphic Design teachers and the learning outcomes of their students. ![]()
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