An evaluation of teaching and learning of English Language in Technical Vocational Institutes in the Greater Accra region using the Context, Input, P-Process, and Product (CIPP) Model

Abstract

Technical and Vocational Education and Training (TVET) institutions in Ghana play a key role in preparing skilled labour for national development. However, English language proficiency among TVET students remains a persistent challenge, affecting both academic achievement and practical skill acquisition. Despite existing research on programme evaluation, limited studies have focused specifically on English language instruction in TVET institutions using a structured evaluation framework. This study sought to evaluate the teaching and learning of English language in selected TVET institutions in the Greater Accra Region through the Context, Input, and Process (CIPP) evaluation model developed by Stufflebeam (1971). A convergent parallel mixed-method design was adopted, involving 60 teachers and 600 second-year students drawn from six TVET institutions. Data were gathered through questionnaires, interviews, classroom observations, and focus group discussions. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed thematically. Findings revealed that although teachers employed varied instructional strategies, these were often constrained by inadequate teaching and learning resources. Students largely depended on teachers' notes due to the lack of textbooks and independent learning materials. Classroom observations also highlighted inconsistencies in curriculum coverage and instructional time management, often resulting from teacher absenteeism. The study recommends the adoption of diverse, student-centered strategies, improved teacher commitment and time use, ICT integration, and the provision of adequate instructional resources. These measures are essential for improving English language teaching and learning in Ghana’s TVET institutions.