Active learning approach practices among Wa Municipal Public kindergarten Teachers

Abstract

The purpose of this study was to explore the active learning approach practices among Wa Municipal public kindergarten teachers. The study was guided within the interpretivist paradigm, the qualitative research approach was employed, whiles it specified to a case study design. The theoretical framework of the study based on constructivism and Lev Vygotsky sociocultural learning theory was the main theory reviewed. The study employed convenience sampling techniques in sampling 12 participants. Interview and classroom observation were the tools used in this study. Case study analysis was the procedure used for the data analysis. The findings of the study revealed that the public kindergarten teachers had good understanding about active learning approaches to teaching, because the learner was viewed as the focus of instruction. Their positive views were translated in their classroom practices because the participants were found using some active learning approaches during instructions such as field trip, brainstorming, discussion and use of technology. However, the active learning approaches used by the teachers were not effectively implemented due to some major factors that impeded their practices of active learning approaches in their classrooms, broadly categorized as resource constrain, challenges posed by learners, parents and Ghana Education Service. Finally, it was recommended that, interventions including provision of infrastructure, teaching and learning materials, staff development opportunities; workshops and granting of study leave, collaboration of the school with the home, were some of the interventions recommended for the effective implementation of active learning approaches in Wa Municipal public kindergarten schools.