Speaker
Description
Background: Within the Ghanaian Creative Arts curriculum, pronunciation of discipline-specific vocabulary is central to articulating concepts and processes with clarity. Yet, learners at Suame Methodist Basic 7 often struggle with leatherwork-related terms such as tanning, grain, and upholstery, largely due to traditional teacher-centred pedagogies that overlook auditory and visual reinforcement. This study investigates the question: To what extent can audio-visual aids (AVAs) serve as pedagogical tools to enhance pronunciation accuracy and engagement in Creative Arts instruction?
Objectives: The study sought to (1) evaluate the effectiveness of AVAs in supporting accurate articulation of leather-related terminology, and (2) examine how their integration influences learners’ engagement, confidence, and participation in Creative Arts lessons.
Methodology: Adopting a mixed-methods quasi-experimental design, the research engaged 30 Basic 7 learners through purposive sampling. Quantitative data were generated via pre- and post-tests and analyzed using descriptive statistics and paired t-tests, while qualitative insights emerged from classroom observations, learner questionnaires, and interviews. Triangulation of findings ensured reliability and depth of interpretation.
Key Findings: Quantitative analysis revealed significant improvement in pronunciation performance, with mean scores rising from 2.17 (SD = 1.23) to 8.80 (SD = 1.47) post-intervention (t(29) = 14.31, p < .001). Qualitative results highlighted increased learner confidence, heightened participation, and positive attitudes toward AVA-supported instruction. Observations confirmed that AVAs transformed pronunciation practice into an interactive, visually engaging experience aligned with the multisensory ethos of Creative Arts education.
Implications: The findings demonstrate that AVAs are not only effective linguistic tools but also vital artistic resources that embody the principles of visual communication and experiential learning. Their integration into Creative Arts pedagogy can enrich pronunciation instruction, foster multimodal engagement, and reposition pronunciation as both a linguistic and artistic practice. This study therefore underscores the pedagogical value of AVAs as bridges between visual culture and language acquisition, offering critical implications for curriculum innovation, teacher training, and policy reform in Ghanaian basic education.
Keywords: Audio-Visual Aids; Pronunciation; Creative Arts Education; Learner Engagement