Abstract:
The study
aimed at examinexamining earlyearly-grade teachers' pedagogical knowledge in the
implementation of the standard standard-based curriculum in AtwimaAtwima-Kwawoma district. The
study seeks to identify pedagogical approaches early early-grade teachers adopt to teach
learners at early childhood centres using standard standard-based curriculum in the Atwima Atwima- Kwawoma District. The main research question guiding the study is the identify
pedagogical approaches a nd skills early early-grade teachers in the Atwima Atwima-Kwawoma
District employ in teaching at early childhood centers using the standard standard-based curriculum? The study was guided by 4 major theories namely; constructivist learning
theory, diffusion of innovations theor y, top top-down theory, and bottom bottom-up theory. The
study adopted positivist philosophical stand. Quantitative research approach and
descriptive survey research design were adopted. The target population for the study
were teachers in earlyearly-grade schools in the AtwimaAtwima-Kwawoma District. Simple
random sampling technique was used to select the 132 early early-grade teachers. This was
done using the rand function in Microsoft excel. The study used questionnaire as the
main instrument for collecting data on the respondents. The study used descriptive
Statistics, such as frequency tables, mean and standard deviations to analyze the
obtained data from sampled respondents. The study found that a significant
percentage of teachers expressed challenges in understanding the standastandard -base
curriculum . There is variability in teachers' ability to explain the standardstandard-base
curriculum . The study found that play play-based pedagogy is widely adopted by teachers
in the district. Also, it was revealed that inquiry inquiry-based learning approach is also
prevalent. Project Project-based learning and technology technology-based learning approaches exhibit
more diverse adoption patterns. Again, theme theme-based and activity activity-based learning
approaches are widely embraced by teachers. The study also revealed that
differentiated i nstruction is less commonly adopted, with a majority of teachers
remaining neutral about its use. In line with the third objective, the study found that
while the majority of teachers have access to an official standard standard-based curriculum, a
significant prop ortion does not. It was also revealed that a concerning number of
teachers reported not having books for all their learners, indicating a serious lack of
essential learning materials. In line with the fourth objective of the study, the results
reveal sever al significant challenges that early early-grade teachers in the Atwima Atwima- Kwawoma District face when implementing the Standard Standard-Based Curriculum. These
challenges include a lack of understanding of the curriculum, inadequate teaching
materials, large class sizes, i nsufficient training, heavy workloads, student
comprehension issues, limited parental involvement, and inadequacy of school
facilities. The study recommends that the school authorities and Ministry of Educat Education
should increase funding for early early-grade educa tion to address resource constraints,
particularly the availability of textbooks and teaching materials.
Description:
A dissertation in the Department of Early Childhood,
Faculty of School Education and Lifelong Learning, Submitted to the School of
Graduate Studies, in partial fulfillment
Of the requirements for the award of the degree of
Master of Education
(Early Childhood)
In the University of Education, Winneba
FEBRUARY, 2024