https://journals.uew.edu.gh/index.php/imjre <p>International Multidisciplinary Journal of Research and Education (IMJRE) is managed by the International Multidisciplinary Conference for Postgraduate Students (IMCfPS) Secretariat of the University of Education, Winneba Ghana. It publishes high quality manuscripts that are of international significance in terms of design and findings and promote collaboration by international team of researchers to create special issues on topics in education. Papers submitted in this journal must be original and of quality that would be of interest to an international readership. Manuscript submitted to this journal are subject to a peer review process, which involves an international panel of researchers who are experts in relevant fields. It also publishes book reviews of potential interest to readers. The journal is published in both print and online versions. The online version of the journal is free access and downloads. Articles submitted to this journal should not be longer than 15 pages (6000 words) and should ideally follow the American Psychological Association referencing style. Not more than one hundred words abstract should be provided with maximum of 5 keywords. Manuscripts should be submitted in MS word format and email to the Editor in Chief via <a href="mailto:imcfps@uew.edu.gh">imcfps@uew.edu.gh </a>Articles are index to Open access, Google Scholar and Academic Search Engines and among others.</p> IMCfPS Secretariat en-US International Multidisciplinary Journal of Research and Education (IMJRE) 2961-0079 https://journals.uew.edu.gh/index.php/imjre/article/view/606 In Africa where the acquisition of traditional dance knowledge is essential through life-long participation in activities connected with this art form, the application of video technology to the teaching of dance and its related arts of music, drama and the visual arts, will not only help shorten the learning and teaching processes. It is hoped that this will result in improved methods of preservation and documentation. The quest for higher and quality education has always been paramount on Ghana’s Agenda. The Department of Dance Studies at the University of Ghana and other institutions nationwide with over 50 years of dance education have faced many challenges in attempts to fulfill some educational obligations. The above may be attributed to the complexity of dance as a fleeting phenomenon, which sometimes makes the teaching of this art form a daunting challenge for both teachers and learners. As the combination of video, computers and internet application becomes increasingly useful in many areas of society, the need for its application in various aspects of the arts is becoming increasingly important. With particular focus on the Damba Takai dance from the northern region of Ghana, this paper will examine the use of video technology as an aid to the development of a codification system for the teaching of Ghanaian dances. Kofi Anthonio Copyright (c) 2025 International Multidisciplinary Journal of Research and Education (IMJRE) 2025-09-30 2025-09-30 3 2 10.64712/imjre.v3i2.606 https://journals.uew.edu.gh/index.php/imjre/article/view/604 In times past, language and its usage captured, upraised, and lauded men while women were relegated to the background. In the traditional court, many protocols mainly put the woman in a position of the ‘hidden' and the 'muted’ index. Guided by the Muted Group Theory by the Ardeners and the Kramaraen theory, the paper addresses the language and symbolic protocols explored in the traditional court in Nae We, Gbese, Jamestown Court, in the Greater Accra Region. Through observation, interviews, and focus group discussions, the paper looks at women’s language use their possible inclusivity in the light of neo-colonialism and language freedoms that existed in the traditional court protocols and proceedings. The study reveals that language independence keeps the female 'muted' so far as conventional practices thrive from generation to generation. Subsequently, study concludes that, despite the inclusion and the sustainability of the use of the wisdom of the old woman as embedded in language, female inclusivity and active involvement are only heard in the use of language. The study recommends that, a place should be made for the woman to be seen as equally as she is heard. Naa Korkor Leeyoo Watson-Nortey Sabina Appiah-Boateng Copyright (c) 2025 International Multidisciplinary Journal of Research and Education (IMJRE) 2025-09-30 2025-09-30 3 2 10.64712/imjre.v3i2.604 https://journals.uew.edu.gh/index.php/imjre/article/view/602 The need to ensure decent jobs and economic growth for people is crucial now than ever, leading to the adoption of the Sustainable Development Goal 8 (SDG8). The importance of education to the accomplishment of some of these goals coupled with the introduction of new curricula in Ghana’s secondary schools has led to this study. This study explores the implicit and explicit coverage of the objectives of Education for Sustainable Development Goal 8 (ESD8) in each of the newly introduced curricula. The study employed a qualitative case study to aid the exploration of the phenomenon in detail. Data were gathered from curriculum document by searching each subject document with keywords from the Global Schools Piloting Programme and other related contextual words. Data were analysed through content analysis, where implicit and explicit findings were counted quantitatively and present in chart and grids. The results revealed that 10 subjects have coverage(s) of the goal’s objective on the behavioural domain, and implicit. This means that the objectives may not be implemented if teachers are not abreast with the goal objectives. Therefore, learners could miss relevant experiences about SDG 8 for a better future if the little coverage is not fully harnessed. Based on the findings of the study, some recommendations are made for teacher education, curricula review, and club establishment. Further studies are suggested for the excluded curricula when they are available and their implementations. Emmanuel Appiah Copyright (c) 2025 International Multidisciplinary Journal of Research and Education (IMJRE) 2025-09-30 2025-09-30 3 2 10.64712/imjre.v3i2.602 https://journals.uew.edu.gh/index.php/imjre/article/view/605 This study looked at how experiential learning and collaborative teaching impact the motivation and self-confidence of deaf students in Mathematics within both inclusive and non-inclusive classrooms. The study used a qualitative method, conducting semi-structured interviews with six deaf students, three each from inclusive and non-inclusive. Thematic analysis revealed five main themes in inclusive settings: clarity and relevance through experiential teaching, emotional motivation from achievement and feedback, collaborative learning as a source of motivation, obstacles to motivation and ways to overcome them, and self-confidence through experience. In non-inclusive classrooms, the study identified four similar themes: experiential engagement boosts motivation, peer and teacher collaboration as sources of motivation, barriers to learning and ways to cope, and building self-confidence through interaction and practice. In both contexts, students showed more motivation when learning mathematical concepts through real-world, hands-on activities and group work. They often pointed out that peer interaction and teacher support were vital for keeping them engaged. However, ineffective teaching methods and negative feedback were viewed as demotivating. Despite these challenges, students employed proactive strategies like peer support, repeated practice, and teacher feedback to stay motivated. Researchers interpret the findings through Kolb’s Experiential Learning Theory and Vygotsky’s Sociocultural Theory, highlighting how experiential and social learning help improve mathematical motivation among deaf students. The study offers practical suggestions for inclusive and special education by encouraging learner-centered, collaborative, and contextually relevant teaching methods that meet the needs of deaf students. Edo Hatsu Francis Ohene Boateng Yarhands D. Arthur Eric Kwame Austro Gozah Copyright (c) 2025 International Multidisciplinary Journal of Research and Education (IMJRE) 2025-09-30 2025-09-30 3 2 10.64712/imjre.v3i2.605 https://journals.uew.edu.gh/index.php/imjre/article/view/603 Chemistry teaching and learning are often regarded as difficult. Several studies have explored the causes of this difficulty and demonstrated that students struggle with chemistry because of the high cognitive demands it places on them, combined with their limited working memory capacity to process such information. These studies also suggest that chemistry can be made easier for learners when instructors consider the cognitive load theory in their instructional design. According to the cognitive load theory, humans' working memory has limited capacity; therefore, for effective learning to take place, the amount of information provided should not exceed this capacity. The theory offers opportunities for chemistry instructors to develop effective instructions that reduce learners' cognitive load, thereby improving learning outcomes. This study examined senior high school chemistry teachers’ perceptions of the cognitive load theory. A descriptive cross-sectional survey method was used to gather data from 94 senior high school chemistry teachers in the Cape Coast Metropolis, selected via a census. A questionnaire was adapted as the main tool for data collection. Descriptive statistics were utilised to analyse the responses. The findings revealed that 76.3% of senior high school chemistry teachers had low familiarity with and application of the cognitive load theory. It is therefore recommended that professional development programmes related to the cognitive load theory be implemented to improve teachers’ understanding and application of the concept. Stephen Addison Copyright (c) 2025 International Multidisciplinary Journal of Research and Education (IMJRE) 2025-09-30 2025-09-30 3 2 10.64712/imjre.v3i2.603