Examining the Development of Basic Drawing Techniques for Teaching and Learning of Science and English Language in Sekondi-Takoradi Metropolis, Western Region and Sagnarigu Municipal, Northern Region of Ghana

This study examines the integration of basic drawing techniques into the teaching and learning of Science and English Language in selected primary schools within the Sekondi-Takoradi Metropolis, Western Region and Sagnarigu Municipal, Northern Region of Ghana. The research explores how fundamental drawing skills can enhance comprehension, critical thinking, and engagement among primary school pupils. By focusing on the role of visual representation in pedagogy, the study investigates the extent to which drawing can aid conceptual understanding in science and improve creative expression and descriptive writing in the English Language. Data were collected through classroom observations, teacher interviews, and student assessments to evaluate the effectiveness of incorporating drawing into instructional strategies. The purposive sampling of thirty (30) teachers in thirty (30) primary schools in these Municipalities was considered an equal distribution of fifteen (15) each. The findings revealed that drawing serves as a powerful tool to bridge abstract concepts in science and language skills in English, fostering a holistic learning experience. The study recommends capacity-building initiatives for teachers to adopt visual learning techniques and the inclusion of drawing as a standard component of the curriculum to support active and experiential learning. The Dual Coding Theory by Allan Paivio (1971) underpins this study. Dual Coding Theory posits that information is processed in two distinct but interconnected systems: verbal (language) and non-verbal (visual imagery). Incorporating basic drawing techniques into teaching leverages these dual systems, enhancing comprehension and retention of concepts in Science and English Language.