Abstract:
Background: Ghana has been the testing ground for many teaching and learning initiatives
over the past 15–20 years. These initiatives, largely funded by donors, have
sought to improve learning by introducing and reinforcing valuable teaching skills,
materials and approaches, most of them child-friendly, learner-centred and involving
activity-based learning (ABL). However, a problem in Ghana, also true of other
countries in sub-Saharan Africa, is that whereas efforts over the past few decades
have improved access to basic education in both pupil enrolment rates and teacher
numbers, educational quality as measured by standardised test scores in key subject
areas remains rather low.
Purpose: This article reports on an aspect of a DfID (Ghana) – sponsored research
project which examined how the quality of teaching and learning in Ghanaian basic
schools could be improved through the utilisation of ABL pedagogy. The current
article examines three overarching themes relative to ABL pedagogy, namely how
participants conceptualise ABL; ways in which ABL practices reveal themselves in
classrooms; and challenges of ABL practices in Ghanaian schools.
Sample: Participants (comprising representatives of Colleges of Education, District
Directors and frontline Deputy Directors of Education, headteachers and teachers)
were drawn using purposive sampling technique from eight schools from within four
districts of the northern region of Ghana.
Design and Methods: A case study approach was adopted for the study. Data collection
took the form of semi-structured interviews, focused group discussions and
observation of ABL practices and lessons in selected schools. Data analysis was
undertaken using a ‘processual analytical approach’ with the view to catching realities
of ABL practices in the Ghanaian educational setting.
Results: Our analysis reveals that whereas the literature on ABL emphasises multitasking
and group work as essential ingredients of ABL pedagogy, the respondents
conceptualised this as meaning pupils working on the same activity-related tasks at
the same time in groups. Similarly, we found that, ideally, ABL practices reveal
themselves through classroom practices such as display of pupils’ work in classrooms,
organisation of the seating arrangements of pupils in groups, use of teaching
and learning materials, formative assessment and activity-oriented lessons among
others. However, in almost all the schools and classrooms we visited, these essential
ingredients were missing owing to congestion and lack of furniture and logistics.
Conclusions: We conclude against the backdrop of our findings that ABL techniques
can be utilised more effectively in Ghanaian schools if its practices are initially promoted
in model schools, for lessons to
