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All Journal Studies in Learning and Teaching Sibatik Journal : Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya, Teknologi, Dan Pendidikan International Journal of Education and Teaching Zone
Kquofi, Steve
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Arts Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Studies in Learning and Teaching

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Integration of Universal Design for Learning in Creative Arts Education: Perspectives From Basic Schools in Suame Municipality, Ashanti Region, Ghana Okyere, Akua Anima; Adom, Dickson; Kquofi, Steve; Sampene, Akua Asantewaa Badu; Buami, Edem Kwami
Studies in Learning and Teaching Vol. 5 No. 3 (2024): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i3.530

Abstract

The existing teaching approaches used for teaching Creative Arts in basic schools in Ghana do not adequately address the diverse needs of students. This study aimed to investigate the integration of Universal Design for Learning (UDL) in Creative Arts education as an intervention to achieve high inclusivity and heighten the academic success of students in selected private and public basic schools in the Suame municipality of Ghana. The study was conducted using a sequential exploratory mixed methods design with phenomenology and descriptive survey as the main research methods. Data collection tools such as personal and FGD interviews, lesson observations, surveys, and academic performance evaluations aided in uncovering the nuanced insight of stakeholders in shedding light on the intricate dynamics of UDL adoption within the context of Creative Arts education in Ghana. The results showed that integration of UDL practices in Creative Arts education enhances inclusivity, engagement, and academic achievement among students with diverse learning needs. The study’s novelty is evident in the deployment of the UDL principles in teaching and learning activities of Creative Arts that successfully catered to the individualized needs of students, promoted active participation, and created a more equitable and effective learning environment.
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 Adom, Dickson Alhassan, Hamza Asantewaa Abena Sampene, Akua Baah Owusu Panin, Kwame Buami, Edem Kwami Essel, Harry Barton Okyere, Akua Anima Sampene, Akua Asantewaa Badu