Students’ Perception of Integration of Physical Education, Music, and Dance (PEMD) as a Course in Colleges of Education in Ghana

Abstract

The integration of courses (subjects) is currently trending in all facets of the educational curriculum. Therefore, studies must be done to holistically look into the impacts and perceptions of teachers and learners on the integration of courses in our educational systems. This paper examined students’ perception of the combination of Physical Education and Music and Dance as an integrated course in colleges of education in Ghana. Semi-structured interviews were used to collect data from 10 purposively sampled students (five women and five men) in two strategically selected colleges of education in the Ashanti Region, Ghana. Content analysis was used as a tool for data analysis. Based on the results, the students found the PEMD course the most enjoyable, especially the practical aspects of PE and the dance drama aspect of the music. The students further envisaged that playing musical instruments was a challenge during the music course and the PE course was primarily full of classroom work (theory). In advance, the students recommended that, with the PEMD, the PE aspect should be separated from the music since both are comprehensive courses, and each can stand on its own as a course. Again, the participants asserted that the course should be more practically oriented than before. Therefore, the PEMD course should be more practical than theory and separated to allow PE and Music to stand on their own as a course since they have no apparent relationship.