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> en-US Sun, 31 Aug 2025 00:00:00 +0000 OJS 3.2.1.0 http://blogs.law.harvard.edu/tech/rss 60 https://journals.uew.edu.gh/index.php/imjre/article/view/585 This qualitative study aimed to explore the impact of a ten-week creative arts intervention on women experiencing mild to moderate postnatal depression and anxiety. With traditional treatments for postnatal depression often focused on pharmacotherapy and cognitive-behavioral therapy, this research sought to examine the potential benefits of creative arts therapies as a complementary approach. Participants engaged in weekly sessions incorporating various art forms, including painting, music, and movement, designed to foster emotional expression, improve mood, and facilitate social support. Data was collected through semi-structured interviews conducted before and after the intervention and participant observations during the sessions. Thematic analysis identified three primary themes: (1) emotional expression and catharsis, (2) improvement in mood and emotional well-being, and (3) enhanced social support and connectedness. Findings indicate that creative arts interventions provided participants with a safe and supportive environment to express and process complex emotions, resulting in improved mood and a greater sense of emotional resilience. Furthermore, group-based activities facilitated social bonding, reducing feelings of isolation and promoting peer support. The study concludes that creative arts therapies offer a valuable adjunct to traditional treatments, providing a holistic and accessible option for supporting women with postnatal depression and anxiety. Further research is recommended to assess these 7interventions’ long-term impact and broader applicability in diverse cultural contexts. Samuel Ofori Danquah Copyright (c) 2025 International Multidisciplinary Journal of Research and Education (IMJRE) https://journals.uew.edu.gh/index.php/imjre/article/view/585 Wed, 03 Sep 2025 00:00:00 +0000 https://journals.uew.edu.gh/index.php/imjre/article/view/584 Fractions are cited as one of the challenging concepts in school mathematics for both pupils and teachers. Against this background, this study explored Ghanaian primary school teachers’ approaches and challenges of teaching fractions in pilot-inclusive schools within the Effutu Municipality of the Central Region, Ghana. In doing this, the study employed the phenomenological case study to find out the approaches these teachers employ in their teaching while highlighting the challenges that come with it. Using an in-depth conversational interview, ten (10) certificated teachers were purposively sampled to share their experiences and challenges of teaching fractions. Thematic data analysis was applied to the qualitative data from the interviews. Findings indicated that teachers use a variety of strategies, including question and answer, class discussion, demonstrations, paper aids, board illustrations, and real-life context when teaching fractions in inclusive settings. However, challenges are encountered in spelling pluralised fraction names and ensuring equal object partitioning. The study recommended additional support systems, including adequate special education resource teachers, instructional materials, training sessions, and targeted professional learning community (PLC) programmes for teachers in these inclusive classrooms. Joseph Baidoo, Kingsford Bondzie, Rudolf Darko, Eunice Esi Laryea, Angela Amoaben Copyright (c) 2025 International Multidisciplinary Journal of Research and Education (IMJRE) https://journals.uew.edu.gh/index.php/imjre/article/view/584 Wed, 03 Sep 2025 00:00:00 +0000 https://journals.uew.edu.gh/index.php/imjre/article/view/583 In recent years, Christian worship has experienced considerable transformations, integrating numerous popular dance styles in worship. This transformation points to a growing recognition of the value of embodied worship and dance’s role in expressing devotion, praise, and spiritual connection. As a result, popular dances are becoming more accessible in Christian worship, influencing how Christians see and relate to their faith. This article explores the relationship between dance and Christian worship, specifically how popular dances are accepted and modified in religious settings (Anagkazo Assemblies, Captain of Salvation Cathedral, and Anagkazo Assemblies, The Mediator Cathedral of the Lighthouse group of churches). The study employs the qualitative approach, with the data collection being participant observation, semi-structured interviews, and visual documentation to understand these experiences. The phenomenological design effectively communicates the participants’ experiences with dance in their worship and their ascribed interpretations of the integration. The study explores which trending dance styles are becoming increasingly common in Christian worship, why they are incorporated, and how these activities affect the overall experience and worship atmosphere. Doreen Deedee Quarcoo, Latipher Amma Osei, Kirk Acquah Copyright (c) 2025 International Multidisciplinary Journal of Research and Education (IMJRE) https://journals.uew.edu.gh/index.php/imjre/article/view/583 Wed, 03 Sep 2025 00:00:00 +0000