Abstract:
The study aimed at examining early-grade teachers' pedagogical knowledge in the
implementation of the standard-based curriculum in Atwima-Kwawoma district. The
study seeks to identify pedagogical approaches early-grade teachers adopt to teach
learners at early childhood centres using standard-based curriculum in the Atwima Kwawoma District. The main research question guiding the study is the identify
pedagogical approaches and skills early-grade teachers in the Atwima-Kwawoma
District employ in teaching at early childhood centers using the standard-based
curriculum? The study was guided by 4 major theories namely; constructivist learning
theory, diffusion of innovations theory, top-down theory, and 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 early-grade schools in the Atwima-Kwawoma District. Simple
random sampling technique was used to select the 132 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 standard-base
curriculum. There is variability in teachers' ability to explain the standard-base
curriculum. The study found that play-based pedagogy is widely adopted by teachers
in the district. Also, it was revealed that inquiry-based learning approach is also
prevalent. Project-based learning and technology-based learning approaches exhibit
more diverse adoption patterns. Again, theme-based and activity-based learning
approaches are widely embraced by teachers. The study also revealed that
differentiated instruction 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-based curriculum, a
significant proportion 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 several significant challenges that early-grade teachers in the Atwima Kwawoma District face when implementing the Standard-Based Curriculum. These
challenges include a lack of understanding of the curriculum, inadequate teaching
materials, large class sizes, insufficient training, heavy workloads, student
comprehension issues, limited parental involvement, and inadequacy of school
facilities. The study recommends that the school authorities and Ministry of Education
should increase funding for early-grade education 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