Waste-material instructional resources enabled teachers to teach weaving lessons they had previously omitted for lack of skills and materials¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Some Creative Art and Basic Design and Technology teachers had never taught weaving, a syllabus requirement, because they lacked the skills, resources and materials. → Yeboah et al. 2016 q2 i? With the weaving resources, pupils at Emena and Kentinkrono successfully completed plain and twill weaving works. → Yeboah et al. 2016 (2)

Evidence¶

Yeboah et al. 2016¶

Rita Yeboah, Eric Appau Asante, Nana Afia Opoku-Asare. (2016). Teaching Interactive Art Lessons with Recycled Waste Materials as Instructional Resources. Journal of Education and Practice, Vol.7, No.14. https://eric.ed.gov/?id=EJ1102965

q2 · i? · causal · r1

From interviews with the 14 participating teachers: the article reports that some Creative Art and BDT teachers taught weaving for the first time during the study because "they lacked the skills to do the weaving" and materials were unavailable.

"The teachers were not teaching the lessons because they lacked the skills to do the weaving, instructi onal resources were not available, and they lacked mater ials teachers and students could work with."

Yeboah et al. 2016 (2)¶

Rita Yeboah, Eric Appau Asante, Nana Afia Opoku-Asare. (2016). Teaching Interactive Art Lessons with Recycled Waste Materials as Instructional Resources. Journal of Education and Practice, Vol.7, No.14. https://eric.ed.gov/?id=EJ1102965

q2 · i? · causal · r1

Emena Primary Six teacher's report on the weaving lesson taught with the developed resources; the Kentinkrono JHS teacher similarly reported pupils making twill-weave wall hangings. Teacher-reported; no test printed.

"With the help of the resources on ‘Weaving’, all the pupils were able to grasp the pl ain weaving process easily and used it to make thei r works."

Discussion¶

Related Claims¶

• Teaching Art lessons with instructional resources made lessons more practical and interactive and improved pupils' understanding and performance compared with lessons taught without resources — related
• Teachers support interdisciplinary curriculum integration but identify resource limitations, not curricular constraints, as the main barrier — related
• Pre-study survey found most art teachers spend 1-3 hours daily planning and struggle to integrate and assess teaching resources across platforms — related