Impact of the University of Cape Coast distance learning programme on the professional development of basic school teachers in the Kumasi metropolis in the Ashanti region, Ghana

Abstract

The purpose of the study was to assess the impact of the UCC Distance Learning Programme on the professional development of basic school teachers in the Kumasi Metropolis in the Ashanti Region of Ghana. It was a descriptive survey. Stratified random sampling procedure was used to sample 315 basic school teachers from the 10 sub-metros of the Kumasi Metropolis to serve as respondents. Data were collected using a questionnaire with a Cronbach alpha reliability coefficient of .80 and an observation guide. Data were analysed using descriptive statistics and the results were summarised in tables. The study showed that basic school teachers in the Kumasi Metropolis had enhanced their understanding of their subject matter knowledge, better use and improvisation of teaching - learning materials as well as improved assessment of their students. The study also indicated that the teachers perceived UCC Distance learning programme as one of the avenues for them to have access to university education. Moreover, teachers who pursued the distance learning programme had acquired improved professional qualifications and ranks in the GES. Furthermore, the competency levels and classroom effectiveness of basic school teachers who have pursued the distance education programme were better than those who only have their initial teacher training college education. It is recommended that more basic school teachers should be encouraged to pursue the programme by offering them financial assistances in a form of scholarships and bursaries.