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

Résumé

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.

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