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

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 multi-tasking 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 be learned, and then scaled-up as expertise is established in these model schools.     

The Problem with Reform from the Bottom up: Instructional practises and teacher beliefs of graduate teaching assistants following a reform‐minded university teacher certificate programme

ABSTRACT

Using data from the 2006 Program for International Student Assessment (PISA), we explored nine aspects of science engagement (science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities) as outcomes and predictors of science achievement. Based on results from multilevel modelling with 4456 students nested within 132 schools, we found that all aspects of science engagement were statistically significantly and positively related to science achievement, and nearly all showed medium or large effect sizes. Each aspect was positively associated with one of the (four) practices (strategies) of science teaching. Focus on applications or models was positively related to the most aspects of science engagement (science self-concept, enjoyment of science, instrumental motivation for science, general value of science, and personal value of science). Hands-on activities were positively related to additional aspects of science engagement (science self-efficacy and general interest in learning science) and also showed a positive relationship with science achievement.     

Leadership roles and sustainable public–private partnership between technical universities and industry in Ghana

Tertiary Education and Management - Public–private partnership (PPP) between Technical Universities (TUs) and industry is important for development. Although the typologies, benefits and the...     

Comparing opportunity to learn and student achievement gains in southern African primary schools: A new approach

A popular explanation for low student achievement in many developing countries’ primary schools is that students have relatively little opportunity to learn (OTL) the skills needed for academic success. However logical this explanation may be, surprisingly little empirical evidence has been presented to support it. In this paper we address this gap by estimating the effect of OTL on students’ academic performance using rich data we gathered on the teaching process in a large number of South African and Botswana Grade 6 classrooms. We use an innovative classroom fixed effects approach to estimate the impact of OTL on students’ mathematics achievement gains. We found statistically significant but very different results for our South Africa and Botswana samples. The discussion of those results in the context of differences in the two school systems gives us insights into the importance and limits of OTL as an explainer of student learning in low achievement schools.     

Crossing borders: Research in comparative and international education

Published articles permit mapping international and comparative education research. We reviewed 605 articles published 2004–2008 in four major journals. Using title, abstract, and entire text we explored thematic focus, geographic focus, level/type of education studied, method, and funding. The economic, political, and social context of education receives far more attention than its content. Comparative and international education research reflects more diversity than convergence in approach, theory, and methodology. The research community moves in multiple directions simultaneously, insisting that understanding education requires studying not only what happens within schools but also where the schools sit and who enters their doors.     

A vigilante serial killer as ethics educator? An exploration of Dexter as a tool for moral education in the professional domain

This study aims to inform the discussion over the proposed merit of morally ambiguous dramas as a tool in moral education in the professional domain, by providing insight into student groups’ moral evaluations of Dexter. In-depth interviews (N = 61) were conducted among a diverse sample of law and (developmental) psychology students. The results demonstrate differences in moral evaluations, according to the degree of ‘professional’ experience. Remarkably, law students follow the unlawful reasoning of vigilante killer Dexter instead of their own moral make-up; yet slowly develop a professional, strict procedural, point-of-view during their education. Conversely (developmental) psychology students ground moral evaluations instantly in professionalism, but proceed from an idealistic to a more realistic and nuanced point-of-view. To fully reach its potential as a launch pad for discussing professional predicaments, we recommend that Dexter is incorporated later in the curriculum after both student groups have had more experience in the field.     

Social and Environmental Factors Associated With Preschoolers' Nonsedentary Physical Activity

The twofold purposes of the investigation were (a) to describe with direct observation data the physical activity behaviors and the accompanying social and environmental events of those behaviors for children in preschools and (b) to determine which contextual conditions were predictors of moderate to vigorous physical activity (MVPA) and nonsedentary physical activity (i.e., light activity + MVPA) for 3-, 4-, and 5-year-old children during their outdoor play. The results indicate that preschoolers' physical activity is characterized as sedentary in nature throughout their preschool day (i.e., 89% sedentary, 8% light activity, and 3% MVPA). During outdoor play periods, when children are most likely to be physically active, some contextual and social circumstances better predict their physical activity. Implications for policy makers, practitioners, and researchers are discussed.     

Temperament and Self-soothing Behavior in Children: Object Attachment, Thumbsucking, and Pacifier Use

Research Findings. Mothers of 4-, 6-, and 8-year-olds completed two questionnaires: (1) the Object Attachment Questionnaire, which was designed to provide information on children's attachments to soft objects, thumbsucking habits, and pacifier use, and (2) Rothbart's Children's Behavior Questionnaire (CBQ), which rated children on sixteen temperament dimensions. Discriminant function analysis showed that the best predictors for distinguishing between children who had never had an attachment to a soft object and children who had were: low intensity pleasure, impulsivity, approach/anticipation, attentional focusing, and sad- ness. Children with soft object attachments were rated higher (i.e. showed more) on all of these dimensions. None of the temperament dimensions distinguished between children who rarely sucked their thumbs and those who frequently did so, while children who had used a pacifier scored higher on two dimensions (activity level and approach/anticipation) than children who had not used a pacifier even though one was available. Results support the hypothesis that individual differences in temperament are associated with the development of attachment to objects. Practice. Children with attachments to soft objects and thumbs were not generally insecure or difficult to manage. The pattern of temperament differences, however, suggests strengths that teachers might make use of in the classroom as well as difficulties that might require staff intervention.     

Comparing teachers’ non-teaching roles in curriculum reforms from an organization studies perspective: Cases from Botswana and South Africa

In Sub-Saharan Africa, the academic aims of curriculum reforms and the teaching roles related to them are similar, but non-teaching roles are likely to vary across countries. Taking an organization studies perspective, this article compares teachers’ roles in reform along the Botswana-South Africa border. Though these teachers share language and culture, they have divergent socio-political histories. The study draws on multiple data sources from schools during the 2009 school year. Teachers on both sides of the border face tensions over the time they spend teaching and engaged in non-teaching activities, like administrative meetings. But differences emerged, given the teachers’ distinctively different histories. Under apartheid, the South African teachers experienced fragmented organizational structures; they now have roles in multiple organizations, and reported more expansive and time-consuming non-teaching roles, including union participation. These roles were associated with lower curriculum coverage than was expected, with potentially negative implications for student achievement. To achieve curriculum reform aims, policymakers must carefully consider balancing teachers’ teaching and non-teaching roles.