Asian Journal of Education and Social Studies

This study explored the perceived contribution of information and communication technology (ICT) to the teaching and learning of the performing arts at Richard Akwei Memorial School in Accra Central and examined conditions for sustaining its use. A qualitative case-study approach was adopted. The study involved 50 participants, comprising 30 students and 20 teachers. Data were collected through interviews, questionnaires and classroom observations and were analysed manually. Participants generally perceived ICT as a useful instructional resource for presenting abstract concepts through audiovisual materials, supporting listening and communication activities, assisting learners in observing dance movements and encouraging active participation. Students and teachers also associated ICT use with improved understanding, memory, creativity, manipulative skills and teamwork. A classroom observation comparing instruction with and without a PowerPoint presentation was included; however, the design did not control for repeated exposure or instructional order. Participants identified inadequate access to devices and the absence of a well-equipped ICT laboratory as constraints on sustained use. They recommended government support for an ICT laboratory, wider access to laptops and mobile devices, and regular in-service training for teachers. The findings reflect perceptions and observations from a single school and should therefore be interpreted as exploratory. The study indicates that ICT may support performing-arts instruction when its use is aligned with curriculum objectives, teacher competence, equitable access and appropriate guidance.