Challenges faced by basic school teachers in implementing learnercentred pedagogies in Hohoe, Ghana

Abstract

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.

Headnote

Abstract

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.

Keywords: Basic schools, learner-centred pedagogies, collaborative learning, primary schools, constructivism, inquirybased learning

1. Introduction

Education is a key driver of a country's economic growth and advancement in the principles established in Human Capital Theory. Based on this theory, human capital investment, especially in education, leads to positive outcomes for economic development (Osiobe, 2019). Hence, the formation of contemporary nations hinges on the availability of quality education, whose availability directly relies on teachers' skill levels and the successful implementation of pedagogical concepts in classrooms.

Learner-centred pedagogy prioritises students' needs and interests in the learning process (Schweisfurth and Elliott, 2022). This approach brings to the fore the role of interactive learning, where the teacher assumes the role of a facilitator, guiding students through their learning processes. Students actively engage by asking for teacher clarification and expressing ideas with fellow students (Caulfield, 2023).

The use of learner-centred pedagogy not only improves students' understanding of subject content but also facilitates critical thinking and problem-solving skills. Empirical research confirms that the approach promotes knowledge retention and academic performance (Tan, 2019). Moreover, it aligns with the evolving demands of the twenty-first-century workplace, which stresses a high degree of adaptability and creativity. By facilitating active participation in the learning process, students are more prepared for a future in which lifelong learning is critical to personal growth and career progression.

Hence, schools and policymakers should concentrate on learner-centred instructional practices that facilitate students' development and enhance the nation's sustained economic growth. Advocates of learner-centred teaching emphasise its potential to cater to various learning styles, stimulate active learning for students from various backgrounds, and shape individuals. The teaching method allows learners to relate their lives to learning outcomes through inquiry-based learning, class discussions, and problem-solving activities (Akrofi Baafi, 2020). Class discussions also facilitate the application of knowledge and skills in practice. In addition, learner-centred approaches to teaching enhance democratic participation, develop critical analytical skills, and enhance communicative competencies, thus resulting in improved learning outcomes (Bremner et al., 2022).

Ghana took a significant step in education reforms in 2019 with the rollout of the National Pre-Tertiary Education Curriculum Framework (NPECF), prepared by the National Council for Curriculum and Assessment (NaCCA) of the Ministry of Education. It was a landmark transition from the conventional focus on mere memorisation to fostering critical thinking, creativity, problem-solving, collaboration, and integrated skill development. The curriculum is competency-based, positioning learners to address 21st-century demands and become globally competitive citizens (Ntumi et al., 2023).

This transformation aligns with the Education Strategic Plan 2018-2030, focusing on learner-centred education and acquiring higher-order cognitive skills. It is intended to generate individuals capable of independent and innovative thinking, which aligns with the research findings presented by Boachie (2024), indicating that education systems must be able to adapt to the complexities of actualised situations. The Government of Ghana has prioritised continuous professional development (CPD) of teachers to execute these reforms successfully. Under the Ghana Accountability for Learning Outcomes Project (GALOP) and initiatives funded by the National Council for Curriculum and Assessment (NaCCA) and Ghana Education Service (GES), the government has invested in training initiatives aimed at modern pedagogical practice. The initiatives are meant to equip teachers to use learner-centred teaching practices consistent with the philosophy of the new curriculum (Addae-Kyeremeh & Boateng, 2024).

Despite these commendable efforts by the Ghanaian government and ministry of education to enhance the quality of teaching and learning through learner-centred pedagogies, significant barriers persist, particularly among teachers in basic schools in Hohoe, Ghana. Much literature has focused on the relationship between teachers' pedagogical practices and learners' academic achievement (Donkoh and Amoakwah, 2024). Despite this body of knowledge, little is known about the specific challenges basic school teachers face in Hohoe as they implement learner-centred pedagogies. This study sought to address this gap by closely examining basic school teachers' challenges in implementing learner-centred pedagogies.

1.1 Statement of the problem

Using learner-centred pedagogical approaches has been universally accepted to promote active learning, critical thinking skills, and learner independence. Basic school teachers in Hohoe township face the challenge of using these approaches effectively. Empirical studies show that poor preparedness of teachers, inadequate resources, high enrolments, and a lack of training undermine the effective use of learner-centred teaching approaches (Buabeng & Amo-Darko, 2025).

In Ghana, the evolution from conventional teacher-centred pedagogy to learner-centred pedagogies has been gradual, with most teachers still employing rote memorisation and direct instruction methods. These challenges hinder the transition. Moreover, the absence of professional development activities explicitly designed to address the particular needs of basic school teachers deepens the challenges in implementing these pedagogical approaches (Bascopé et al., 2019; Kwarteng, 2018).

Therefore, this study explored the specific challenges basic school teachers face in Hohoe when implementing learner-centred pedagogies.

1.2 Research objective

This study aimed to investigate the challenges encountered by basic school teachers in Hohoe in implementing learner-centred pedagogies.

1.3 Research question

What challenges do basic school teachers in Hohoe encounter when using learner-centred pedagogies?

2. Literature review

2.1 Constructivism

Constructivism offers a new perspective on human development, emphasising acquiring knowledge, skills, and attitudes. It has become a common approach in education, particularly in science education, which requires students to build knowledge actively rather than receive it passively (Emery et al., 2020).

This instructional methodology, focusing on learner-centred teaching and active learning, encounters numerous challenges in its application, as evidenced by numerous research studies. Among the most significant challenges is the lack of teacher preparation. Teachers cannot develop and apply activities suitable for this instructional methodology without adequate comprehension of constructivist theory. Successful application of constructivism requires teachers to have an in-depth understanding of how learners learn and to involve them in meaningful experiences. However, insufficient training can hinder this process (Cheah et al., 2019).

Another disadvantage is the additional time requirement of the constructivist approach. Unlike other approaches to teaching, constructivism requires more time for lesson planning and student engagement, making it challenging to apply in certain learning institutions (Shah, 2019; Machumu & Zhu, 2017). Furthermore, learning in constructivist classrooms must change from memorisation techniques to evaluating students' ability to apply knowledge and solve problems, necessitating the development of new evaluation methods. This change can be challenging for teachers accustomed to conventional evaluation models. Moreover, classroom management is more complex, especially when changing from a teacher-centred to a learner-centred classroom atmosphere. Teachers must relinquish some control, ensuring discipline and order is challenging (O'Connor, 2022).

Resistance to change is another obstacle, as many teachers complain about the absence of structure, possible academic delays, and the increased workload of implementing constructivist approaches (Shah, 2019). Research by Birgili et al. (2021) suggested that many teachers are sceptical about constructivist pedagogy, especially at the secondary level.

Applying constructivist pedagogies depends on sufficient resources, including experiential learning materials and technological equipment. Available research highlights that limited resources hinder the extensive use of constructivist teaching practices in schools. Voss et al. (2021) conducted an extensive survey of educators, making it evident that restricted access to educational resources and technological tools considerably stifles the effective use of constructivist approaches. The observation above presents the direct necessity for focused investment in developing resources to implement constructivist approaches in modern learning environments effectively.

Further, large classes add to the challenges of implementing constructivist approaches. Under such a scenario, it is harder for all students to be involved in meaningful activities or practice collaborative learning. Literature shows that big classes restrict possibilities for personalised teaching and student engagement, both of which are essential in constructivist learning environments (Chimbi & Jita, 2021).

2.2 Collaborative pedagogy

A collaborative pedagogy involves teaching and learning methods that engage students in small groups to promote individual and group learning outcomes (Le et al., 2018). Teachers face several issues in implementing collaborative pedagogy. One of these is keeping track of group dynamics so that all students contribute equally. The variation in personality types, levels of self-confidence, and background knowledge results in a lopsided exchange, where extroverted or confident students take over the activity. In contrast, quieter or less confident classmates have little to no input. This disparity can prevent some students from fully participating in group activities (Medaille, 2018).

Time management is also a significant issue. Co-operative activities take more time to implement than conventional pedagogical approaches, compelling instructors to balance the necessity of delivering the curriculum with the need to allow sufficient opportunities for actual collaboration (Panadero et al., 2021). Additionally, the quality of collaborative learning relies on access to various resources, including textbooks, reference books, manipulatives, and multimedia tools. Inadequate classroom resources or a lack of proper funding, as identified in some research settings, can significantly hinder students' involvement and the quality of their overall learning experience (Warsah et al., 2021; Schwart et al., 2019).

Off-task behaviour in collaborative settings is another critical concern. In group work, with many activities co-occurring, it is common for teachers to overlook distractions such as side conversations, daydreaming, or the use of electronic devices for non-learning purposes. This behavioural dimension poses difficulties in ensuring concentration and monitoring all students' participation (Warsah et al., 2021). Moreover, a lack of definitive rules or guidelines can lead to confusion and dissatisfaction among learners, ultimately weakening the overall success of the collaborative learning process (Pozzi et al., 2023).

Assessing individual contributions in group work presents an additional layer of complexity in applying collaborative pedagogy. Many teachers do not possess the competencies and training necessary for using assessment tools designed to evaluate collaborative work, compromising their ability to provide constructive feedback and judge each student's performance fairly (Labonté 8% Smith, 2022; Gadusova et al., 2019). Furthermore, the absence of standardised assessment criteria exacerbates the challenge of evaluating collaborative learning outcomes consistently and objectively.

2.3 Inquiry-based pedagogy

Inquiry-based learning is a teaching approach centred on student engagement, where students are prompted to formulate, explore, and resolve questions independently (Caswell & LaBrie, 2017). The approach builds problem-solving abilities and knowledge acquisition via investigative activities (Al-Thani & Ahmad, 2025). Increasing agreement exists about the necessity of inquiry-based teaching and learning, but many teachers struggle with using this pedagogical method. One significant barrier is teachers' lack of experience with inquirybased approaches, caused by conventional education systems that promote teacher-centred teaching. Within such educational models, teachers act as vessels of information, while students are largely passive receivers. Such a relationship supports a culture that values the transmission of content more than the development of inquiry skills (Keifert, 2021). The practical implementation of inquiry-based pedagogy requires teachers to deeply understand its underpinning principles and practices. However, many teachers face inadequate exposure to this pedagogical approach during their pre-service education or professional development programmes (Garcia-Martinez et al., 2021). The dearth of preparedness may cause indecision or a feeling of insufficiency when educators strive to introduce inquiry-based learning within their teaching situations. Secondly, teachers may also be confused when transitioning from a knowledge dispenser to a facilitator role. They may fear loss of control in the classroom and classroom disruption. These are issues that are liable to be hindrances to implementing this student-activating pedagogical approach (Ahmad, 2020).

Resistance to change is a typical human trait, particularly prominent in the education sector, where it typically occurs in the form of resistance to the implementation of inquirybased practice. Teachers may become nervous about their deviation from traditional practice or fear the risks of giving up control of classroom interaction. In addition, standardised testing and rigid curricular restrictions discourage teachers from pursuing divergent pedagogical approaches, such as inquiry-based practices. Contemporary evaluative practice in most education systems presents further challenges to implementing inquiry-based approaches. Conventional assessments emphasise memorisation and regurgitation of facts, contrasting with the knowledge and skills promoted by inquiry-based approaches. The intense emphasis on standardised testing and the pressure to achieve specific milestones can dissuade instructors from embracing alternative pedagogical approaches, particularly those emphasising inquiry (Nellums, 2021).

Access to resources is essential in facilitating and encouraging inquiry-based pedagogy, which calls for learners to explore and examine concepts, issues, or phenomena actively. Utilising diverse resources, including laboratory apparatus, technological tools, and materials needed for conducting experiments, offers learners practical experiences that enhance their critical thinking, problem-solving abilities, and scientific inquiry competence (Verawati & Purwoko, 2024). Conversely, lacking resources could undermine the successful execution of inquiry-based learning activities. Insufficient availability of materials can restrict the potential of students to conduct several experiments and investigations, restricting their knowledge and exposure to the practical applications of that knowledge (Anderson & McLean, 2018). In addition, inadequate resources can result in overly theoretical teaching, depriving learners of the experience necessary for building practical skills needed in performing experiments, gathering data, and interpreting results. The other serious challenge of implementing inquirybased pedagogy is offering sufficient support to students who need guidance. In conventional learning methodologies, teachers usually occupy a central position in knowledge dissemination through direct teaching and guidance (Kolb & Kolb, 2017).

Nevertheless, in an inquiry-based learning environment, the teacher's role changes to that of an enabler, where the teacher promotes and permits learners to venture into investigation, exploration, and autonomous construction of knowledge (Anderson & McLean, 2018). This change can sometimes leave students to deal with difficulties or seek further clarification by themselves. If not supported adequately by instructors, students will likely become overwhelmed by the intricacies of the inquiry process.

3. Methodology

The study explored the challenges faced by basic school teachers in Hohoe when using learner-centred pedagogies, employing a concurrent triangulation mixed-method design. This approach allowed for the simultaneous collection, processing, and comparison of quantitative and qualitative data (Creswell & Creswell, 2017). The research design was guided by the study's objective and research question.

Quantitative data were collected from all 364 teachers using the census method. For the qualitative component, purposive sampling was used to select 28 head teachers from all 28 schools in Hohoe township. Data collection tools included a questionnaire for the teachers and a focus group interview guide for the head teachers.

The questionnaire had two sections: the first gathered background information, while the second used a five-point Likert scale to assess teachers' views on challenges related to learner-centred pedagogies. The focus group interview guide was similarly structured, with Section A collecting demographic data and Section B addressing challenges in inplementing learner-centred pedagogies. Probing questions were included to gain deeper insights into head teachers' perspectives, particularly through questions one to 10.

The test-retest technique was employed to ensure reliability, yielding a correlation coefficient of 0.81, indicating high reliability (Taber, 2018). Ethical clearance was obtained from the Hohoe Municipal Education Directorate, and after approval, the researchers visited schools to discuss the study. Confidentiality, anonymity, and informed consent were addressed before data collection.

The six-week data collection process began after a pilot test in Kpando township, which helped refine ambiguous questions. A systematic approach to data analysis was followed, starting with quantitative analysis and using descriptive statistics like means and standard deviations. Content and thematic analysis were employed for qualitative data.

Integrating quantitative and qualitative methods provided a comprehensive understanding of teachers' challenges in implementing learner-centred pedagogies. While the quantitative analysis provided numerical insights, the qualitative analysis helped uncover deeper themes, motivations, and perspectives related to the issue.

4. Results

4.1 Results - Quantitative

The results of the study were presented logically based on the research question. Means and standard deviations were utilised for data analysis. The results are presented in Table 1.

Challenges faced by teachers while using learner-centred pedagogical approaches were sought. As shown in Table 1, the majority of the respondents generally agreed to the fact that they experienced several challenges while using the constructivism pedagogical approach (M = 3.03, SD =.41). Topmost among these challenges are that the constructivism pedagogical approach is difficult to use without instructional resources (M = 3.96, SD = 1.36), while other pedagogical approaches are easier to use relative to the constructivism pedagogical approach (М = 3.52, SD = 1.45).

Concerning the issue of the collaborative pedagogical approach, а greater proportion of the respondents also generally indicated that they faced several challenges while using the collaborative pedagogical approach in their classrooms (M = 3.09, SD =.33). Topmost among these challenges are teachers find it difficult to assess students' performance when using a collaborative approach (M = 3.78, SD = 1.37); learners demonstrate unwillingness to work in groups (М = 2.43, SD = 1.51); as well as unskillfulness on the part of teachers to use evaluative tools in examining group members' collaborative performance (M = 2.44, SD = 1.35).

Regarding the use of an inquiry-based pedagogical approach, the majority of the respondents generally attested to the fact that they experienced several challenges while using this approach in their classrooms (M = 3.03, SD =.54). Specifically, most of the respondents disagreed with the following statements: teachers are familiar with the concept of inquiry-based approach (М = 2.68, SD = 1.33), and teachers have experience and expertise in using inquiry-based approach (M = 2.44, SD = 1.44). Respondents agreed that "there is an inadequacy of laboratories and instructional resources needed for implementing an inquirybased pedagogical approach" (M = 3.70, SD = 1.58).

4.2 Results-Qualitative

In exploring teachers' challenges in Hohoe when using learner-centred pedagogical approaches, it was essential to gather qualitative data from head teachers. The data were collected through focus group discussions (FGD) with 28 head teachers sampled into four groups. Each FGD contained seven (7) participants. For anonymity, the members of the FGD were assigned serial names. For instance, participants in FGD 1 were assigned these names: FGD-1P1, FGD-1P2, FGD-1P3, FGD-1P4, FGD-1P5, FGD-1P6, and FGD-1P7, while participants in FGD 2 were grouped as FGD-2P1, FGD-2P2, FGD-2P3, FGD-2P4, FGD-2P5, FGD-2P6, and FGD-2P7. However, participants in FGD 3 were grouped as FGD-3P1, FGD3P2, FGD-3P3, FGD-3P4, FGD-3P5, FGD-3P6, and FGD-3P7, whereas participants in FGD 4 were assigned these codes: FGD-4P1, FGD-4P2, FGD-4P3, FGD-4P4, FGD-4P5, FGD4P6, and FGD-4P7.

The qualitative data were analysed using content-thematic analysis. The study's themes included the constructivist, collaborative, and inquiry-based pedagogical approaches.

4.2.1 Constructivist pedagogical approach

These are some excerpts from the headteachers' comments during focus group discussions.

During these discussions, the headteachers shared their perceptions of the constructivist teaching model's challenges. FGD-1P3 acknowledged that giving students proper support and guidance is difficult, particularly in complicated subject areas. Moreover, conventional examinations may not effectively assess students' understanding in such cases. FGD-1P2, FGD-3P3, FGD-3P4, FGD-4P3, and FGD-4P4 agreed that balancing students' independence and teacher guidance is difficult. FGD-4P3 also added that maintaining students' active learning for an extended period is challenging.

FGD-2P7 pointed out that addressing the individual educational needs of each student and providing a range of relevant resources is a significant challenge. FGD-3P7 suggested that implementing constructivist learning requires changes to traditional classroom arrangements, which can be challenging in large educational institutions. Some participants (FGD-1P7, FGD-2P5, FGD-2P6, FGD-4P1, and FGD-4P5) pointed out that teachers avoid this approach because it does not apply to all subjects and lacks necessary resources. In further discussion, FGD-2P5 added that teachers rarely use this method, as other methods are easier, while others avoid its application due to unfamiliarity.

FGD-4P1 and FGD-4P6 reaffirmed that the absence of regular professional development leaves teachers inadequately trained to use constructivist approaches effectively. This training gap prevents teachers from coping with new pedagogies and technology. Consequently, most teachers lack confidence, resist change, and oppose experimenting with new teaching approaches.

FGD-1P6, FGD-2P2, FGD-3P1, and FGD-4P1 highlighted that the constructivist approach is less effective because of big class sizes and few teaching resources. FGD-1P6 explained that these conditions are significant obstacles to practical implementation. In the same way, FGD-3P2 narrated that teachers struggle to provide personalised attention and meaningful interactions in overcrowded classrooms. In addition, the scarcity of resources, such as textbooks, technology, and touch materials, further restricts students from engaging in active learning.

4.2.2 Collaborative pedagogical approach

The following are some of the remarks from head teachers on the challenges that teachers face in implementing this method:

FGD-1P1 elucidated that students learn differently and have different working styles in cooperative learning. While some excel under group work, others do not. FGD-1P5 explained that some students prefer not to work in groups, making group work challenging. Without proper monitoring and supervision, this method may not be effective. Teachers have observed that reluctance or refusal to participate can hinder learning.

FGD-2P4 explained that managing group dynamics is problematic due to conflicts and diverse working styles. Teachers might be asked to mediate the resolution of conflicts, guide discussions, and ensure that all students contribute. FGD-3P1 explained that work carried out in groups takes longer than completed alone. Similarly, FGD-3P2 and FGD-3P6 mentioned that giving grades for group projects is difficult. FGD-3P6 also commented that teachers have to fairly judge each student's contribution so that grades accurately reflect individual effort and learning.

FGD-2P1 observed that technology plays a role in collaborative learning by enabling communication and resource access. However, technical issues frustrate students and teachers, ruining the learning process. Some students may participate more than others, leading to uneven contribution. FGD-4P7 pointed out that effective collaborative learning requires suitably prepared activities and resources. Teachers must invest time in preparing exercises and materials for group learning facilitation, which can be challenging. Moreover, teachers and students may resist change, especially if they are accustomed to traditional teaching methods.

FGD-4P2 highlighted the challenges of evaluating collaborative learning. Teachers might have to modify or create new evaluation approaches to assess students' engagement and comprehension effectively. Additionally, classrooms with diverse student populations from various cultural and linguistic backgrounds pose challenges for teachers in ensuring practical contributions from all students in group work.

FGD-2P3 and FGD-3P7 revealed that group members often do not listen to one another's perspectives, leading to disagreements and misunderstandings. Teachers also struggle to assess personal contributions in a teamwork environment. In addition, FGD-2P3 explained that when students ignore their peers' observations, communication breaks down, causing disagreements and hindering the learning process. FGD-3P6 reported that determining individual performance in a group setting is a significant challenge. Teachers often find assessing each students contribution difficult since working together tends to conceal individual achievements. Many participants raised concerns about the uneven levels of prior knowledge among learners. Differences in prior knowledge can confuse and disrupt classroom proceedings, making it challenging to deliver the curriculum and prepare learners for tests. Unequal levels of knowledge among learners also lead to unequal participation in discussions and group projects, reducing the effectiveness of collaborative learning (FGD-2P3).

4.2.3 Inquiry-based pedagogical approach

The respondents were requested to list the issues teachers experience in implementing the inquiry-based teaching method. The greatest hindrances to implementing the inquirybased pedagogical approach are the insufficient, well-equipped laboratories and the required teaching resources. Additionally, some teachers are sceptical about its efficacy for learners with learning disabilities. The unavailability of resources poses significant challenges to instructors who attempt to apply the approach in their classrooms (FGD-1P1).

This teaching method requires experiments and hands-on experience, which call for wellstocked laboratories and materials like scientific apparatus, computers, or specialised machines. Without these, teachers cannot create an interactive learning environment, depriving students of the ability to explore and learn independently. (FGD-2P7).

Standardised tests and instruction emphasise memorisation and conventional pedagogy, making it hard to include inquiry-based activities. Teachers are compelled to find a way of balancing the mandated curriculum with this kind of instruction. (FGD-4P3).

Inquiry-based learning often requires multiple resources, such as technology, laboratory materials, and real-world applications. However, budget restrictions or resource deficits may prevent teachers from fully implementing this teaching methodology. (FGD-2P2).

An inquiry-based classroom is more difficult to manage than traditional teaching. Teachers must guide discussion, monitor research, and keep students on task. Because students learn at varying paces and backgrounds, teachers must adjust teaching while maintaining the inquiry approach. (FGD-4P1)

Conventional assessment methods may not be adequate to evaluate students' learning in inquiry-based classrooms. Teachers need new assessment strategies to assess competencies in problem-solving, critical thinking, and research skills. Furthermore, some teachers may lack enough confidence in utilising this instructional approach and may require professional development training to facilitate inquiry-based activities effectively (FGD-3P4).

Teachers must provide adequate guidance to assist learners in their research work. Finding a balance between offering guidance and enabling students to conduct independent research is challenging (FGD-1P4).

Lastly, the inquiry-based method is also confronted with difficulties due to the students' intellectual unpreparedness. This lack impacts their comprehension and engagement. Moreover, instructors may be hesitant to implement this pedagogical approach in its complete form, further exacerbating the problem. Students' previous learning experiences and intellectual maturity may hinder their ability to embrace the independent thinking and problemsolving abilities this approach demands (FGD-4P7).

5. Discussion

The study revealed that basic school teachers in Hohoe Township faced several challenges when implementing learner-centred pedagogical approaches, including constructivism, collaborative, and inquiry-based methods in their classrooms. The findings, drawn from quantitative and qualitative data, are presented from these two perspectives. While quantitative data was collected from basic school teachers, qualitative data was gathered from head teachers. From a quantitative standpoint, the results confirmed that basic school teachers within the Hohoe township encountered several challenges while using learnercentred pedagogical approaches. First among them is the constructivist pedagogical approach. This approach is challenging because it is difficult to implement without adequate instructional resources. Secondly, a collaborative approach presents a significant challenge. The unwillingness of some students to work in groups and the difficulty teachers face in assessing students' performance using this approach are significant issues. Thirdly, there are several challenges to the inquiry-based approach, including teachers' lack of familiarity with it and their lack of experience and expertise in implementing it. The lack of adequate laboratory and teaching facilities also limits its application.

From a qualitative perspective, the study findings revealed some challenges teachers in various basic schools within the Hohoe township face when using learner-centred pedagogical approaches in their teaching profession. Concerning constructivism pedagogy, lack of in-service training, high student enrolment, and the unavailability of teaching and learning resources are some challenges that render the approach ineffective in basic schools. Furthermore, the study identified learners' reluctance to work in groups and teachers' lack of skills in using evaluative tools to assess each group member's collaborative performance as challenges when employing a collaborative pedagogical approach. In the case of the inquiry-based pedagogical approach, the study uncovered that teachers often fail to utilise this method due to inadequate functional laboratories and instructional resources in their respective schools.

Drawing inferences from the quantitative data, teachers face challenges while using the constructivist pedagogical approach in the classroom, including large class sizes, limited time, and a lack of resources. This perspective was also validated by FGD-1P6, FGD-2P2, FGD-3P1, FGD-4P1, and FGD-4P3, who highlighted that the constructivist approach is less effective due to large class sizes, limited teaching resources, and its time-consuming nature. These findings agree with other authors' perspectives. Large classes and limited capacity for individualised instruction restrict the potential for tailoring instruction to each student's needs. This observation is supported by Chimbi and Jita (2021), who confirmed that large classes restrict the potential for individualised instruction and student interaction, both basic tenets in constructivist classrooms. There were also time limitations because constructivist instruction demands more planning time and student engagement. Shah (2019) and Machumu and Zhu (2017) note that extra time requirements of the constructivist method hinder its implementation in most institutions. Third, the restricted access to learning resources and technological tools was also identified as a significant impediment, echoing Voss et al. (2021), whose survey found that such limitations significantly compromise the practical application of constructivist principles.

The quantitative data showed that teachers faced difficulties monitoring group work, dealing with inadequate resources, and managing time constraints when implementing collaborative pedagogy. Similarly, the qualitative data yielded results comparable to the quantitative findings. They were corroborated by FGD-1P5 and FGD-4P7, which revealed that teachers' ineffective monitoring of group work and the unavailability of resources were major hindrances to implementing collaborative pedagogy. These results are consistent with current literature on pedagogical challenges of collaborative learning implementation. One of the most conspicuous issues reported by teachers is monitoring group dynamics effectively and facilitating equal participation of learners. This issue is amply documented by Medaille (2018), explaining that disparities in student participation within groups usually result from differences in students' personality type, confidence, and background knowledge. Thus, extroverted or assertive class members will overpower group discussion, whereas introverted or less assertive peers will keep quiet or disengaged. The results align with the overall claim by Le et al. (2018) that collaborative pedagogy, as beneficial as it is, needs guided regulation to attain an equal contribution of all members within a group.

In addition, the research validates Panadero et al.'s (2021) argument that group learning activities are time-consuming and a challenge for instructors who try to balance curricular coverage and the provision of sufficient time for effective group interaction. The constrained time tends to place instructors in the difficult position of making compromising choices that undermine either the quality of collaboration or the level of content curricular coverage. The current results also align with Warsah et al. (2021), and Schwart et al. (2019), who established that few classroom resources and insufficient funds were some of the significant obstacles to properly implementing collaborative pedagogy.

Drawing inferences from the qualitative data, FGD-1P1 and FGD-2P2 pointed out that limited access to functional laboratories and essential instructional resources presents a substantial barrier to teachers attempting to incorporate the inquiry-based approach into the classroom. This supports the quantitative result that insufficient resources and insufficient training discourage implementing the inquiry-based approach. The finding that most teachers have little or no exposure to teaching by inquiry during pre-service training aligns with GarciaMartinez et al. (2021), who noted the absence of exposure to inquiry-based teaching in preservice teacher education. In the same way, Keifert (2021) and Ahmad (2020) state that conventional teacher-centred education systems discourage the cultivation of inquiry-based competencies by placing teachers as information dispensers instead of facilitators, thus rendering it difficult for them to engage in student-centred practice.

In addition, this research's verification that restricted access to materials hurts the application of inquiry-based learning aligns with the observation by Verawati and Purwoko (2024), who emphasised the importance of various types of learning materials and equipment for successful inquiry. The implications of such shortages, such as a focus on theoretical teaching and the absence of practical activities, are also highlighted by Anderson and McLean (2018), who contend that inadequate resources deny learners the chance to conduct meaningful experiments and investigations. Therefore, the outcomes of this present study echo the literature highlighting both insufficient teacher preparation and the absence of proper resources as significant obstacles towards the practical application of inquiry-based teaching approaches.

5.1 Conclusions

The findings of this study underscore the multifaceted challenges that basic school teachers in Hohoe township face in implementing learner-centred pedagogical approaches. Despite the growing emphasis on constructivist, collaborative, and inquiry-based pedagogies in global education discussions, systemic and contextual concerns continue to hamper their practical implementation. These concerns range from a lack of teaching resources, teacher training problems, and classroom management problems, all of which influence the implementation of these new pedagogical approaches. The scarcity of material resources limits constructivist learning practice, while student disengagement problems and assessment problems limit collaborative learning. Likewise, the inquiry-based education model is limited by insufficient teacher training and infrastructural shortage, especially for science-related subjects. The results of this research imply a dire need for specialised professional development, greater investment in instructional infrastructure, and adaptation-oriented revisions of learner-centred approaches.

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PUBLISHED:

30 June 2025

RECEIVED:

14 July 2024

ACCEPTED:

24 June 2025

References

References

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