PHD-Department of Educational Communication & Technology

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Browsing PHD-Department of Educational Communication & Technology by Author "Amegbanu, Vida Adzo"

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    Technological Teaching Strategies of Vocational Skills Tutors and Students’ Creative Skills Achievements in Fashion Design in Ghana Colleges of Education
    (Kenyatta University, 2024-06) Amegbanu, Vida Adzo
    The purpose of this study was to investigate the technological teaching strategies of vocational skills tutors and students’ creative skills achievements in fashion design in Ghana colleges of education. The objectives of the study were: to establish (a) the teachers’ and (b) students' factors that promote creative teaching and learning in fashion design; to determine the pedagogical strategies that promote creativity in fashion design; to assess the relevance of curriculum content in terms of promoting creative learning in fashion design; to identify gender influences on creative achievement among students in fashion design ;and to investigate challenges facing teachers and students in the achievement of creativity in apparel construction. Model flow theory and cognitive theory served as the study's guiding theories. Because a descriptive survey design can gather a lot of data in a short amount of time, it was chosen. Methods for gathering both quantitative and qualitative data were applied. Five colleges of education in Ghana's Ashanti Region participated in the study. Principals of colleges and instructors of fashion design were chosen using the intentional sampling technique. Six (6) districts in the Ashanti region were chosen using stratified random sampling. These districts included five colleges with a combined population of 573 people, including principals, teachers, and students. Thirty percent (30%) of learners, sixty percent (60%) of teachers, and one hundred percent (100%) of principals were involved in the study. There were 188 participants in the study: 5 principals, 18 instructors, and 165 students. Questionnaires for instructors and students, and a guide to interviews for college principal, were the research instruments used to gather data. The checklist was used to verify that the recommended data collecting techniques were being used in the syllabus, computers, equipment, and surroundings. Descriptive and inferential statistics were used to analyze quantitative data. Frequency tables, percentages, means, and their corresponding standard deviations were utilized in conjunction with descriptive statistics to compile, organize, and elucidate the participant's biographical information as well as the operational features of the remaining independent variables. The chi-square goodness of fit inferential statistics was employed to assess the proposed null hypotheses. Every hypothesis was examined at the significance threshold of p<0.5 alpha. Qualitative information was gathered under several topics. The findings revealed that teacher factors such as focusing on students’ interest and adopting a student-centered approach, posting students, posing a question, and allowing alternative brainstorming to bring out new ideas and tutors interest in mastering curriculum-aided design were discovered to encourage creative teaching and learning in fashion design. Students have additional opportunities to connect with their creativity when materials and data from the internet are outsourced. Experiments and project-oriented inquiry, in which students work independently on projects yet are free to ask teachers questions, are examples of pedagogical strategies that support students' development of fashion design creativity. The study recommends that the Ministry of Education and other stakeholders should allocate funds to improve infrastructure in the colleges of education, like classrooms with internet facilities, so as to enhance teaching and learning creativity in fashion design.