Teaching and Learning of Visual Arts in Senior High Schools in Ghana

Abstract

This study used qualitative and quantitative research methods in tandem to compare teaching and learning processes to illuminate differences in students' academic performance gap in Visual Arts in urban, peri-urban and rural Senior High Schools in the Ashanti Region of Ghana. The purposive and simple random sampling techniques enabled the sampling of six schools - two in each setting, comprising 120 students and 18 teachers. Using interview, questionnaire and observation to solicit data, the study revealed that urban schools perform better than rural schools because they have prestigious names and character, more qualified teachers, and attract and admit high performance BECE applicants into the Visual Arts programme. In sum, the geographical settings of the school and educational opportunities directly influence the academic performance and achievement of its students. Environmental factors, lack of studio facilities, and differences in teaching methodologies in the different geographic settings seem to influence students' learning and performance.