Early Childhood Teachers’ Knowledge of Environmental Influences on Learners’ Active Involvement, Ghana (Published)
This study investigated early childhood education (ECE) teachers’ knowledge of classroom environmental factors that influence learners’ active involvement in the Lower Manya Krobo District of Ghana. Using a descriptive survey design and census sampling procedure, data were collected from 122 ECE teachers through structured questionnaires, based on two research questions. Descriptive statistics and regression analyses were employed to examine their knowledge of the environmental factors and their knowledge of those factors that influence learners’ active involvement in the classroom. Findings from the study revealed that the ECE teachers recognized the importance of teaching and learning materials, ventilation, and teacher-learner interactions as sustaining leaners’ focus and involvement. Despite strong knowledge levels, regression results showed no statistically significant relationship between age, educational qualification and teacher knowledge of the environmental factors and their knowledge of factors that influence learners’ active involvement, while years of experience had a negative effect. These findings underscore the need for targeted professional development that bridges the gap between theoretical knowledge and practical implementation of the knowledge.
Keywords: Early Childhood Education, active learner involvement, early childhood learners, environmental influences, teachers’ knowledge
Relationship between Senior High School Teachers’ Knowledge and Practices of Continuous Assessment (Published)
One major concern of stakeholders in education across the world is how to improve students learning outcomes. To address this, a number of researchers have unearthed various factors that affect students’ learning outcomes and recommended ways of addressing these factors to improve students’ learning outcomes. This study is posited on the fact that key among these factors is the effect of teachers’ assessment practices. The study, therefore, sought to investigate the level of high school teachers’ knowledge of how to assess students’ learning and the relationship between their knowledge and how they implement it in assessing students’ learning formatively. A sample of 75 teachers and 750 students, selected from the 10 senior high schools in Southern Ghana participated in the study. Findings from the study showed, among other things, that though teachers have good knowledge of continuous assessment, there was a sharp contrast between this and their classroom practices. Implications of these findings for policy makers are discussed.
Keywords: Continuous Assessment, Formative assessment, teachers’ knowledge, teachers’ practices