Challenges faced by basic school teachers in implementing learner-centred pedagogies in Hohoe, Ghana
This study examined basic school teachers’ challenges in Hohoe, Ghana, when implementing learner-centred pedagogies. It investigated three pedagogical approaches: constructivism, collaborative, and inquiry-based. The study employed a concurrent triangulation research design. It involved 392 respond...
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| Format: | Article |
| Language: | English |
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University of the Free State
2025-08-01
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| Series: | Perspectives in Education |
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| Online Access: | http://journals.ufs.ac.za/index.php/pie/article/view/8373 |
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| author | Christopher Yao Dewodo Prem Jotham Heeralal Ambrose Agbetorwoka |
| author_facet | Christopher Yao Dewodo Prem Jotham Heeralal Ambrose Agbetorwoka |
| author_sort | Christopher Yao Dewodo |
| collection | DOAJ |
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This study examined basic school teachers’ challenges in Hohoe, Ghana, when implementing learner-centred pedagogies.
It investigated three pedagogical approaches: constructivism, collaborative, and inquiry-based. The study employed a concurrent triangulation research design. It involved 392 respondents, comprising 364 teachers and 28 headteachers. A census method was used to engage all 364 teachers, while a purposive sampling technique was employed to select the 28 headteachers. Data were gathered through questionnaires for the quantitative phase and focus group discussions for the qualitative phase. Quantitative data were analysed using mean and standard deviation, while qualitative data were subjected to content-thematic analysis. The findings revealed that basic school teachers in Hohoe encountered several
challenges when using learner-centred pedagogical approaches. Specifically, the constructivist approach was difficult to implement due to resource constraints. The collaborative approach faced issues related to students’ unwillingness to work in groups and difficulties in teacher assessment. The inquiry-based approach was hindered by teacher unfamiliarity and lack of necessary resources.
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| format | Article |
| id | doaj-art-ebff57d20c0c4e258861c2a5cee64c61 |
| institution | Kabale University |
| issn | 0258-2236 2519-593X |
| language | English |
| publishDate | 2025-08-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj-art-ebff57d20c0c4e258861c2a5cee64c612025-08-20T03:36:18ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2025-08-0143310.38140/pie.v43i3.8373Challenges faced by basic school teachers in implementing learner-centred pedagogies in Hohoe, GhanaChristopher Yao Dewodo0Prem Jotham Heeralal1Ambrose Agbetorwoka2St. Francis College of Education, GhanaUniversity of South Africa, Pretoria, South AfricaAkatsi College of Education, Ghana This study examined basic school teachers’ challenges in Hohoe, Ghana, when implementing learner-centred pedagogies. It investigated three pedagogical approaches: constructivism, collaborative, and inquiry-based. The study employed a concurrent triangulation research design. It involved 392 respondents, comprising 364 teachers and 28 headteachers. A census method was used to engage all 364 teachers, while a purposive sampling technique was employed to select the 28 headteachers. Data were gathered through questionnaires for the quantitative phase and focus group discussions for the qualitative phase. Quantitative data were analysed using mean and standard deviation, while qualitative data were subjected to content-thematic analysis. The findings revealed that basic school teachers in Hohoe encountered several challenges when using learner-centred pedagogical approaches. Specifically, the constructivist approach was difficult to implement due to resource constraints. The collaborative approach faced issues related to students’ unwillingness to work in groups and difficulties in teacher assessment. The inquiry-based approach was hindered by teacher unfamiliarity and lack of necessary resources. http://journals.ufs.ac.za/index.php/pie/article/view/8373Basic schoolslearner-centred pedagogiescollaborative learning primary schools constructivisminquirybased learning |
| spellingShingle | Christopher Yao Dewodo Prem Jotham Heeralal Ambrose Agbetorwoka Challenges faced by basic school teachers in implementing learner-centred pedagogies in Hohoe, Ghana Perspectives in Education Basic schools learner-centred pedagogies collaborative learning primary schools constructivism inquirybased learning |
| title | Challenges faced by basic school teachers in implementing learner-centred pedagogies in Hohoe, Ghana |
| title_full | Challenges faced by basic school teachers in implementing learner-centred pedagogies in Hohoe, Ghana |
| title_fullStr | Challenges faced by basic school teachers in implementing learner-centred pedagogies in Hohoe, Ghana |
| title_full_unstemmed | Challenges faced by basic school teachers in implementing learner-centred pedagogies in Hohoe, Ghana |
| title_short | Challenges faced by basic school teachers in implementing learner-centred pedagogies in Hohoe, Ghana |
| title_sort | challenges faced by basic school teachers in implementing learner centred pedagogies in hohoe ghana |
| topic | Basic schools learner-centred pedagogies collaborative learning primary schools constructivism inquirybased learning |
| url | http://journals.ufs.ac.za/index.php/pie/article/view/8373 |
| work_keys_str_mv | AT christopheryaodewodo challengesfacedbybasicschoolteachersinimplementinglearnercentredpedagogiesinhohoeghana AT premjothamheeralal challengesfacedbybasicschoolteachersinimplementinglearnercentredpedagogiesinhohoeghana AT ambroseagbetorwoka challengesfacedbybasicschoolteachersinimplementinglearnercentredpedagogiesinhohoeghana |