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

The study examined the switch to online teaching for practical teaching 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.