Analysis Of Conventional Method of Teaching Studio-Based Practical Clay Courses in Higher Education During Covid-19

Teaching Studio-Based Clay Courses During COVID-19

Authors

DOI:

https://doi.org/10.4314/r8q4tv55

Keywords:

Online education, Clay courses, Pedagogical reforms, Digital literacy, Ghana, Education

Abstract

The study examined the switch to online teaching of practical clay courses in Ghana during the COVID-19 pandemic. The aim of the study was to analyze traditional teaching methods and their impact on motivation, interest, digital literacy, self-regulation and task difficulty. Using a mixed methods design, the study collected quantitative data through 148 student questionnaires and qualitative findings from interviews with six class representatives. A five-point Likert scale (1= strongly disagree, 2=disagree, 3= no opinion, 4= agree, 5= strongly agree) was used to express the construct measurement. Results showed that studio-based clay instruction was challenged by technological advances and lack of physical interaction during lockdown. Students showed little interest in online practical activities and experienced stress and anxiety. There is a necessity for pedagogical reforms and recommended adopting online methods for teaching clay courses to ensure academic continuity and better adaptation to future crises.

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Author Biographies

  • Betty Essuman, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana

    Dr. Mrs. Betty Essuman is a part-time lecturer in the Department of Indigenous Art and Technology (Clay and Earthenware section), Kwame Nkrumah University of Science and Technology, Kumasi - Ghana. Her research areas Studio-based art and design education, especially in hands-on fields like ceramics, remote studio-based clay learning which fosters resilience and support student success in learning environments. The use of creative arts to teach English Language, Mathematics and Natural Science in primary schools, Nature of Indigenous Ghanaian Pottery and its Moral and Religious Scope. She is currently a chief teacher and the head of Department of Creative Arts at KNUST Basic School. Her area of specialty and interest are Clay forming techniques, Ceramic Design and Technology, Ceramic Building Materials and Creative Arts (Visual Arts and Performing Arts). 

  • Harry Barton Essel, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana

    Prof. Harry Barton Essel is an accomplished Associate Professor in Art Design and Educational Technology at the Department of Educational Innovations in Science and Technology, Kwame Nkrumah University of Science and Technology (KNUST). With a multidisciplinary approach, he also contributes to the Department of Publishing Studies and Integrated Rural Art and Industry, fostering collaboration across academic disciplines

  • Steiner Rudolf , Kwame Nkrumah University of Science and Technology, Kumasi, Ghana

    Prof. Rudolf Steiner championed the designing and construction of several facilities for preservative treatment of Bamboo and Rattan in the Department of Industrial Art, where he teaches rattan and bamboo technology and clay forming techniques, kilns and furnaces technology. Prof. Rudolf Steiner is a consultant in Technology Development for Rural industry and researches into local materials for development of appropriate technology for Rural Industry.

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Published

10/12/2026

Issue

Vol. 44 No. 4 (2026)

Section

Articles

License

Copyright (c) 2026 Betty Essuman, Harry Barton Essel, Steiner Rudolf , Aaron Daniel Akuteye

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Articles published in the JUST are licensed under a Creative Commons Attribution 4.0 International Licence (CC BY 4.0).

How to Cite

Analysis Of Conventional Method of Teaching Studio-Based Practical Clay Courses in Higher Education During Covid-19: Teaching Studio-Based Clay Courses During COVID-19. (2026). Journal of Science and Technology, 44(4), 103-125. https://doi.org/10.4314/r8q4tv55