Using Active Learning Approaches with Early Learners: Perspectives of Kindergarten Teachers in Techiman Municipality

Bidzakin Yenpad Mercy

doi:doi:10.11648/j.ijeedu.20231202.12

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Using Active Learning Approaches with Early Learners: Perspectives of Kindergarten Teachers in Techiman Municipality

Bidzakin Yenpad Mercy

Published in International Journal of Elementary Education (Volume 12, Issue 2)

Received: 3 June 2023 Accepted: 27 June 2023 Published: 11 July 2023

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Abstract

Children are active learners in their own learning and learn best through acting, doing and interacting in the learning environment. This research study aimed at exploring kindergarten teachers’ perspectives on the concept ‘active learning approach’ to teaching in Early Grade classrooms. The study was guided by the constructivism theory of learning postulated by Vygotsky. This study employed a case study design to collect qualitative data. Purposive and convenience sampling techniques were used to draw 20 kindergarten teachers from public basic schools. Data were gathered through semi-structured interview from 15 kindergarten teachers and classroom observation of 20 teachers. The descriptive analysis was the procedure applied for the data analysis. The findings of the study revealed that majority of kindergarten teachers have fair understanding of the concept active learning approach to teaching but used teacher-centred approach mostly in Early Grade classrooms. The finding revealed that, kindergarten teachers understanding and positive perception of active learning do not influence nor translate in their teaching practices. The findings from this study therefore shows that teachers’ attitude and teaching practices in Early Grade Learners classrooms is not based on how teachers perceive the concept active learning approach to teaching. Finally, based on the findings, it was recommended that, Techiman Education Directorate should provide regular in-service training to teachers, encourage them to use active learning in teaching while the supply of learning materials to schools should be made prompt.

Published in	International Journal of Elementary Education (Volume 12, Issue 2)
DOI	10.11648/j.ijeedu.20231202.12
Page(s)	37-42
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Active Learning, Kindergarten Teachers, Early Grade Learners and Teacher-Centred

References

[1]	Omarbek. N, Serkan. K. & Bakhyt. S. (2022). The Effect of Active Learning Method On Students' Academic Success, Motivation And Attitude Towards Mathematics, Journal of Language and Linguistic Studies, 18 (2), 701-713; 2022.
[2]	Burke, C., Luu, R., Lai, A., Hsiao, V., Cheung, E., Tamashiro, D., & Ashcroft, J. (2020). Making STEM Equitable: An Active Learning Approach to Closing the Achievement Gap. International Journal of Active Learning, 5 (2), 71-85.
[3]	Alemu B. M. (2010). Active learning approaches in mathematics education at universities in oromia. Addisaba Ethiopia.
[4]	Lippman, P. C. (2017). Bring Your School to Life with Evidence Based Learning Design. Places Created for Learning.
[5]	Ministry of Education. (2019). Curriculum for kindergarten 1-2. UNICEF-Ghana: Accra. MOE.
[6]	Ghana Early Grade Reading Program Impact Evaluation. (2019). Endline Report Usaid Partnership For Education: Evaluating Systems.
[7]	Ghana Early Grade Reading Assessment and Early Grade Mathematics Assessment. (2018). Technical Report of Findings. Accra-MoE.
[8]	National Education Assessment. (2016). Technical report. Accra MOE- Ghana.
[9]	Ampiah. J. G. (2008). An investigation of provision of quality basic education in Ghana: A Case study of selected schools in the central region. Journal of international cooperation, 11 (3). 37.
[10]	Morgan, T. C. (1986). Introduction to Psychology (7th Ed). New York: McGraw Hill.
[11]	Adugna, E. (2015). The Practice of Active Learning Methods in English Language Classroom in Some Selected Secondary Schools of Jardega Jarte. A Thesis Submitted to the Department of Educational Planning and Management, Haramaya University, Haramaya.
[12]	Bernard, A., David, D., Sylvester, O & Olatunji, J. (2013). Attitude of primary school mathematics teachers towards the use of activity- based learning methods in teaching Mathematics in Nigerian schools. International Journal of Education Learning and Development. 1.22-36.
[13]	Drew, V. & Mackie, L. (2011). Extending the constructs of active learning: Implication for teachers’ pedagogy and practice. The Curriculum Journal, 22 (4), 451-467.
[14]	National literacy acceleration program. (2012). National literacy acceleration baseline assessment. Education Development Centre: GES.
[15]	UNESCO. (2012). Education for all global monitoring Report. Ghana.
[16]	Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences. USA 111, 8410-8415.
[17]	Kokoroko, N. (2010). Adopting strategies to enhance basic six female pupils ‘interest in Mathematics in Whuti E. P. Primary School. Diploma Thesis, Akatsi College of Education.

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APA Style

Bidzakin Yenpad Mercy. (2023). Using Active Learning Approaches with Early Learners: Perspectives of Kindergarten Teachers in Techiman Municipality. International Journal of Elementary Education, 12(2), 37-42. https://doi.org/10.11648/j.ijeedu.20231202.12

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Bidzakin Yenpad Mercy. Using Active Learning Approaches with Early Learners: Perspectives of Kindergarten Teachers in Techiman Municipality. Int. J. Elem. Educ. 2023, 12(2), 37-42. doi: 10.11648/j.ijeedu.20231202.12

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AMA Style

Bidzakin Yenpad Mercy. Using Active Learning Approaches with Early Learners: Perspectives of Kindergarten Teachers in Techiman Municipality. Int J Elem Educ. 2023;12(2):37-42. doi: 10.11648/j.ijeedu.20231202.12

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@article{10.11648/j.ijeedu.20231202.12,
  author = {Bidzakin Yenpad Mercy},
  title = {Using Active Learning Approaches with Early Learners: Perspectives of Kindergarten Teachers in Techiman Municipality},
  journal = {International Journal of Elementary Education},
  volume = {12},
  number = {2},
  pages = {37-42},
  doi = {10.11648/j.ijeedu.20231202.12},
  url = {https://doi.org/10.11648/j.ijeedu.20231202.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20231202.12},
  abstract = {Children are active learners in their own learning and learn best through acting, doing and interacting in the learning environment. This research study aimed at exploring kindergarten teachers’ perspectives on the concept ‘active learning approach’ to teaching in Early Grade classrooms. The study was guided by the constructivism theory of learning postulated by Vygotsky. This study employed a case study design to collect qualitative data. Purposive and convenience sampling techniques were used to draw 20 kindergarten teachers from public basic schools. Data were gathered through semi-structured interview from 15 kindergarten teachers and classroom observation of 20 teachers. The descriptive analysis was the procedure applied for the data analysis. The findings of the study revealed that majority of kindergarten teachers have fair understanding of the concept active learning approach to teaching but used teacher-centred approach mostly in Early Grade classrooms. The finding revealed that, kindergarten teachers understanding and positive perception of active learning do not influence nor translate in their teaching practices. The findings from this study therefore shows that teachers’ attitude and teaching practices in Early Grade Learners classrooms is not based on how teachers perceive the concept active learning approach to teaching. Finally, based on the findings, it was recommended that, Techiman Education Directorate should provide regular in-service training to teachers, encourage them to use active learning in teaching while the supply of learning materials to schools should be made prompt.},
 year = {2023}
}

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TY  - JOUR
T1  - Using Active Learning Approaches with Early Learners: Perspectives of Kindergarten Teachers in Techiman Municipality
AU  - Bidzakin Yenpad Mercy
Y1  - 2023/07/11
PY  - 2023
N1  - https://doi.org/10.11648/j.ijeedu.20231202.12
DO  - 10.11648/j.ijeedu.20231202.12
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 37
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PB  - Science Publishing Group
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UR  - https://doi.org/10.11648/j.ijeedu.20231202.12
AB  - Children are active learners in their own learning and learn best through acting, doing and interacting in the learning environment. This research study aimed at exploring kindergarten teachers’ perspectives on the concept ‘active learning approach’ to teaching in Early Grade classrooms. The study was guided by the constructivism theory of learning postulated by Vygotsky. This study employed a case study design to collect qualitative data. Purposive and convenience sampling techniques were used to draw 20 kindergarten teachers from public basic schools. Data were gathered through semi-structured interview from 15 kindergarten teachers and classroom observation of 20 teachers. The descriptive analysis was the procedure applied for the data analysis. The findings of the study revealed that majority of kindergarten teachers have fair understanding of the concept active learning approach to teaching but used teacher-centred approach mostly in Early Grade classrooms. The finding revealed that, kindergarten teachers understanding and positive perception of active learning do not influence nor translate in their teaching practices. The findings from this study therefore shows that teachers’ attitude and teaching practices in Early Grade Learners classrooms is not based on how teachers perceive the concept active learning approach to teaching. Finally, based on the findings, it was recommended that, Techiman Education Directorate should provide regular in-service training to teachers, encourage them to use active learning in teaching while the supply of learning materials to schools should be made prompt.
VL  - 12
IS  - 2
ER  -

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Author Information

Bidzakin Yenpad Mercy

Department of Basic Education, University for Development Studies, Tamale, Ghana

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Plain Text BibTeX RIS

APA Style

Bidzakin Yenpad Mercy. (2023). Using Active Learning Approaches with Early Learners: Perspectives of Kindergarten Teachers in Techiman Municipality. International Journal of Elementary Education, 12(2), 37-42. https://doi.org/10.11648/j.ijeedu.20231202.12

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ACS Style

Bidzakin Yenpad Mercy. Using Active Learning Approaches with Early Learners: Perspectives of Kindergarten Teachers in Techiman Municipality. Int. J. Elem. Educ. 2023, 12(2), 37-42. doi: 10.11648/j.ijeedu.20231202.12

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AMA Style

Bidzakin Yenpad Mercy. Using Active Learning Approaches with Early Learners: Perspectives of Kindergarten Teachers in Techiman Municipality. Int J Elem Educ. 2023;12(2):37-42. doi: 10.11648/j.ijeedu.20231202.12

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@article{10.11648/j.ijeedu.20231202.12,
  author = {Bidzakin Yenpad Mercy},
  title = {Using Active Learning Approaches with Early Learners: Perspectives of Kindergarten Teachers in Techiman Municipality},
  journal = {International Journal of Elementary Education},
  volume = {12},
  number = {2},
  pages = {37-42},
  doi = {10.11648/j.ijeedu.20231202.12},
  url = {https://doi.org/10.11648/j.ijeedu.20231202.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20231202.12},
  abstract = {Children are active learners in their own learning and learn best through acting, doing and interacting in the learning environment. This research study aimed at exploring kindergarten teachers’ perspectives on the concept ‘active learning approach’ to teaching in Early Grade classrooms. The study was guided by the constructivism theory of learning postulated by Vygotsky. This study employed a case study design to collect qualitative data. Purposive and convenience sampling techniques were used to draw 20 kindergarten teachers from public basic schools. Data were gathered through semi-structured interview from 15 kindergarten teachers and classroom observation of 20 teachers. The descriptive analysis was the procedure applied for the data analysis. The findings of the study revealed that majority of kindergarten teachers have fair understanding of the concept active learning approach to teaching but used teacher-centred approach mostly in Early Grade classrooms. The finding revealed that, kindergarten teachers understanding and positive perception of active learning do not influence nor translate in their teaching practices. The findings from this study therefore shows that teachers’ attitude and teaching practices in Early Grade Learners classrooms is not based on how teachers perceive the concept active learning approach to teaching. Finally, based on the findings, it was recommended that, Techiman Education Directorate should provide regular in-service training to teachers, encourage them to use active learning in teaching while the supply of learning materials to schools should be made prompt.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Using Active Learning Approaches with Early Learners: Perspectives of Kindergarten Teachers in Techiman Municipality
AU  - Bidzakin Yenpad Mercy
Y1  - 2023/07/11
PY  - 2023
N1  - https://doi.org/10.11648/j.ijeedu.20231202.12
DO  - 10.11648/j.ijeedu.20231202.12
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 37
EP  - 42
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20231202.12
AB  - Children are active learners in their own learning and learn best through acting, doing and interacting in the learning environment. This research study aimed at exploring kindergarten teachers’ perspectives on the concept ‘active learning approach’ to teaching in Early Grade classrooms. The study was guided by the constructivism theory of learning postulated by Vygotsky. This study employed a case study design to collect qualitative data. Purposive and convenience sampling techniques were used to draw 20 kindergarten teachers from public basic schools. Data were gathered through semi-structured interview from 15 kindergarten teachers and classroom observation of 20 teachers. The descriptive analysis was the procedure applied for the data analysis. The findings of the study revealed that majority of kindergarten teachers have fair understanding of the concept active learning approach to teaching but used teacher-centred approach mostly in Early Grade classrooms. The finding revealed that, kindergarten teachers understanding and positive perception of active learning do not influence nor translate in their teaching practices. The findings from this study therefore shows that teachers’ attitude and teaching practices in Early Grade Learners classrooms is not based on how teachers perceive the concept active learning approach to teaching. Finally, based on the findings, it was recommended that, Techiman Education Directorate should provide regular in-service training to teachers, encourage them to use active learning in teaching while the supply of learning materials to schools should be made prompt.
VL  - 12
IS  - 2
ER  -

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