Content area
Full text
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...