THE INFLUENCE OF TEACHERS’ AND STUDENTS’ PERCEPTION ON TEACHING AND LEARNING OF TEXTILES AT SECOND CYCLE SCHOOLS

ABSTRACT

This study was designed to find out the perceptions textiles teachers and students have about Textiles, and how these perceptions influence the teaching and learning of the subject. Using the mixed methods approach (questionnaires and group interviews), the study sampled 30 Textiles teachers and 225 Textiles students offering the Visual Arts programme in 16 schools from four districts in the Ashanti region of Ghana. The data were analyzed using descriptive statistics and Pearson’s moment correlation tools. The study found out that teachers perceive that the Textiles curriculum prepares students for the world of work. Likewise, although students are of the perception that the Textiles curriculum prepares them for the world of work, a focus group discussion revealed that they do not deem the subject as very important for their future careers. Furthermore, the study established that teachers’ teaching methods are a blend of student-centred and teacher-centred approaches. The study also showed that students’ learning styles are a mix of active and passive styles; however, the group discussions revealed that, they have a high preference for active learning styles. Moreover, according to the results, teachers’ perceptions of the textiles curriculum have a significant influence on the methods they used to teach the subject. Again the results indicated significant relationships between students’ perceptions of the textiles curriculum and their learning styles. Based on these findings, among other things, the study suggests that the Textiles curriculum should be re-examined, Visual Art department should be adequately resourced by the school management, and the pedagogy of Textiles teachers should be re-oriented.