Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
P-Index
This Author published in this journals
All Journal Studies in Learning and Teaching Journal Evaluation in Education (JEE) International Journal of Education and Teaching Zone Indonesian Journal of Education and Social Science
Alhassan, Hamza
Unknown Affiliation
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Comparative Study of UCC and UEW B.Ed JHS Visual Art Options as Initial Teacher Preparation for the New Creative Arts and Design Curriculum for JHS Alhassan, Hamza; Al-Hassan, Bawa; Osei, Mavis
Journal Evaluation in Education (JEE) Vol 4 No 4 (2023): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v4i4.719

Abstract

Purpose of the study: The purpose of this study, therefore, is to compare the developed JHS visual art curricula of the two universities (UCC and UEW) as being implemented in the colleges of education, vis-a-vis the new JHS Creative Arts and Design curriculum to find out which of the curricula covers all aspects of Creative Arts and Design in JHS. Methodology: The study adopted a qualitative research approach using document analysis and autoethnography as data collection instruments. Main Findings: The study found that whereas UCC offers a combined major of visual art, UEW offers visual art as a standalone programme but both models of visual art education do not meet the full complement of the Creative Arts and Design subject in the JHS because the performing art aspect is not catered for in both models. Novelty/Originality of this study: The study recommends that both curricula should be reviewed to factor in the performing art aspect of the JHS Creative Arts and Design subject to enable them to train teachers who are fit for purpose.
Developing the Skills and Techniques for the Production of Instructional Materials by Teacher Trainees at Gambaga College of Education Issah, Mohammed Seini; Alhassan, Hamza; Ibrahim , Fatimatu Hajia
Indonesian Journal of Education and Social Sciences Vol. 3 No. 1 (2024)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v3i1.527

Abstract

The study sought to analyze the skills and techniques acquired by teacher trainees, in art related to producing IMs during teaching practice at Gambaga College of Education (GACE). The role of Instructional Materials is to glue information into learners' minds, as what is seen is understood more than what is heard. Active participation stimulates and motivates learning. The presence of well-prepared IMs in the learning environment creates room for learners to interact or explore with it and that increases the quality of knowledge acquired and broadens the horizon of mastery of knowledge. The study adopted action research and descriptive and experimental methodologies to study the skills and techniques as well as materials adopted for the production of IMs by teacher trainees at GACE. The study found that teacher trainees exhibited poor skills and techniques in the production of IMs. They also adopted materials that can easily be destroyed and in addition, limit pupils' interaction in the lesson. This, therefore, does not motivate pupils to learn.
Navigating the Standard-based Creative Arts Curriculum Challenges in Primary Schools: A Qualitative Exploration Alhassan, Hamza; Essel, Harry Barton; Kquofi, Steve
International Journal of Education and Teaching Zone Vol. 4 No. 3 (2025): October 2025 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v4i3.497

Abstract

This study explores the challenges and coping strategies associated with implementing the Standard-Based Creative Arts Curriculum (SBC) in Ghanaian primary schools. Guided by an interpretivist paradigm, a qualitative case study approach was used to capture the lived experiences of teachers and headteachers from selected public and private schools. Data were collected from two headteachers and six classroom teachers through structured interviews. While the small sample size limits generalizability, it enabled an in-depth examination of practitioner perspectives. Findings reveal a range of institutional, pedagogical, and resource-related barriers to effective curriculum implementation, including inadequate training, lack of materials, insufficient instructional time, and limited policy prioritization of Creative Arts. Despite these constraints, teachers demonstrated resilience by improvising with local resources, adapting culturally relevant content, and engaging in peer collaboration. The study calls for systemic reforms in teacher training, curricular support, school leadership, and resource allocation. It advocates for greater inclusion of teacher voices in policy development, promotion of culturally responsive pedagogy, and future longitudinal, multi-stakeholder research to maintain quality and equality in Creative Arts education both now and in the future.
The Standard-Based Creative Arts Curriculum Implementation in Primary Schools: Teacher Perceptions, Agency, and Resource Availability Alhassan, Hamza; Essel, Harry Barton; Kquofi, Steve
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.702

Abstract

This study examines the impact of teacher agency on the implementation of Ghana’s 2019 Standards-Based Creative Arts Curriculum in public and private primary schools. While the curriculum promotes creativity, cultural identity, and critical thinking, its implementation faces challenges such as inadequate resources, limited teacher training, and institutional neglect. Guided by the Concerns-Based Adoption Model (CBAM), the study investigates how teacher perceptions, professional autonomy, and resource environments affect curriculum enactment. A quantitative approach using a descriptive survey design was adopted, with data collected from 387 teachers (96.75% response rate). Structured questionnaires assessed teacher perceptions, instructional autonomy, and resource access. Statistical analysis revealed a mixed picture of teacher empowerment—high autonomy in instruction but limited involvement in decision-making. Resource constraints were a significant barrier, particularly in under-resourced public schools. Despite these limitations, teachers employed adaptive strategies to deliver Creative Arts instruction. The findings offer actionable insights for policymakers, teacher educators, and curriculum developers to strengthen implementation through improved resourcing and teacher support. By centering teacher perspectives, this study highlights the gap between curriculum design and classroom realities, advocating for creative arts as a vital component of holistic education in Ghana and across Africa.
Co-Authors Al-Hassan, Bawa Essel, Harry Barton Ibrahim , Fatimatu Hajia Issah, Mohammed Seini Kquofi, Steve Osei, Mavis