University of Cape Coast Institutional Repository

Examining activity-based learning (ABL) practices in public basic schools in the northern region of Ghana

Show simple item record

dc.contributor.author Nudzor, Hope P.
dc.contributor.author Dare, Albert
dc.contributor.author Oduro, George K.T.
dc.contributor.author Bosu, Rosemary
dc.contributor.author Addy, Nii
dc.date.accessioned 2023-10-05T19:14:30Z
dc.date.available 2023-10-05T19:14:30Z
dc.date.issued 2015
dc.identifier.issn 0013-1881
dc.identifier.uri http://hdl.handle.net/123456789/9126
dc.description.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 en_US
dc.language.iso en en_US
dc.publisher Educational Research en_US
dc.subject ABL pedagogy en_US
dc.subject active-learning pedagogies en_US
dc.subject teaching and learning en_US
dc.subject classroom practices en_US
dc.subject teaching strategies en_US
dc.subject Ghanaian education system en_US
dc.title Examining activity-based learning (ABL) practices in public basic schools in the northern region of Ghana en_US
dc.type Article en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search UCC IR


Advanced Search

Browse

My Account