Purpose: This study examined factors contributing to higher failure rates in theoretical versus practical courses among Technical University (TU) fashion students in Ghana, focusing on students’ perspectives on teaching methodologies and challenges in theory-practice integration. Design/Methodology/Approach: A cross-sectional survey employing quantitative methods collected data from 290 fashion students across five Ghanaian Technical Universities using a structured questionnaire (Cronbach’s alpha = 0.863). Statistical analyses included descriptive statistics, multivariate correlation, and Exploratory Factor Analysis. Findings: Results revealed significant disparities in student engagement between theoretical and practical courses. Students demonstrated stronger motivation for practical courses (M=3.88) and found them more effective for showcasing creativity (M=3.96) compared to theoretical courses, which are perceived as abstract (M=3.51). Key factors contributing to theoretical failures included insufficient real-world application, resource allocation disparities favouring practical training, inadequate assessment techniques, and challenges with self-directed learning (M=3.76). Despite recognising practical pedagogical elements (M=3.85), students identified systemic gaps in theory-practice integration and in perceptions of career relevance. Research Limitation: The study was limited to five Ghanaian Technical Universities and focused solely on quantitative student perspectives. Practical Implication: The findings provide evidence-based recommendations for curriculum developers and policymakers to reform theoretical instruction. This can be achieved through real-world case integration, equitable resource allocation, student-centred pedagogies, and enhanced industry collaboration, thereby reducing failure rates and improving graduate preparedness. Originality/Value: This study addresses critical gaps in African fashion education research by providing empirical evidence on the challenges of theory-practice integration from the student perspective. It reveals systemic issues in the implementation of competency-based curricula unique to Ghana’s technical education context. © African Journal of Applied Research Arca Academic Publisher.
Author Keywords
Index Keywords
