Assessment of pedagogical and content competences among senior high school teachers of Twi language in the Kwabre East district of Ashanti region, Ghana

Abstract

The study aimed at assessing the pedagogical and content competences among Senior High School teachers of Twi in the Kwabre East District of Ashanti Region. All the senior high school teachers of Twi and students offering Twi language as an elective subject for the West African Secondary School Certificate Examinations (WASSCE) constituted the population for the study. The total sample size selected for the study was 252, made up of all the 12 teachers, the 6 headmasters/headmistresses, and 234 students. The design adopted for the study was the descriptive survey. Observation checklist was used for assessing the teachers’ classroom performance, questionnaire was answered by the teachers and students, and a semi-structured interview guide was used for eliciting information from the heads of the schools. It was found that the teachers exhibited proficiency in the use of the Twi language, and demonstrated the expected teaching skills and methods in ensuring that students use the language appropriately. However, lapses were observed in areas like ensuring that students use correct orthography and appropriate vocabulary, and work output. The study further brought to the fore that teachers and students of Twi language were not making the best use of resources like cultural artefacts, and resources from the community. Based on the findings, it was recommended that teachers of Twi language must create awareness of career opportunities in the subject so as to motivate the students to be more serious with the Twi language as a subject. Government must also ensure that approved textbooks are supplied to students of Twi language.