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Effects of Flipped Classroom Approach on Pre-service Teachers’ Learning Outcomes and Perceptions in Traditional Kente Weaving at a College of Education in Ghana
Journal of Art and Design
| Vol 6, Issue 1
Table 2. Rubrics with criteria for determining theeffects of flipped classroom on pre-service teachers’ learning, regardingproduced kente stole as a result of FC instructional strategy
| Criteria | 5 points | 4 points | 3 points | 2 points | |
| Principles and Elements of design | The woven kente stole indicates effective use of the principles and elements of design. | The woven kente stole indicates good use of the principles of design while using one or more elements of design | The woven kente stole indicates some use of the principles of design while using one or more elements design | The woven kente stole indicates little evidence of the elements and principles of design. | |
| Craftsmanship | The woven kente stole indicates effective use of tools and materials | The woven kente stole indicates good use of tools and materials | The woven kente stole indicates some use of tools and materials | The woven kente stole fails to indicate the use of tools and materials | |
| Creativity | The woven kente stole indicates effective unique piece base on an idea, philosophy and concept | The woven kente stole indicates good unique piece based on an idea, philosophy and concept | The woven kente stole indicates some unique piece based on an idea, philosophy and concept | The woven kente stole indicates little unique piece based on an idea, philosophy and concept. | |
| Suitability | The woven kente stole indicates outstanding ability to satisfy the intended. | The woven kente stole indicates good ability to satisfy the intended purpose | The woven kente stole indicates some ability to satisfy the intended purpose | The woven kente stole indicates little ability to satisfy the intended purpose | |
| Name of pre-service teachers Group | Principles and Elements of design | Craftsmanship | Creativity | Suitability | Total |
| Group one | 4 | 5 | 4 | 4 | 17 |
| Group two | 5 | 5 | 4 | 5 | 19 |
| Group three | 4 | 5 | 4 | 4 | 17 |
| Group four | 4 | 5 | 4 | 5 | 18 |