Teachers’ perceptions on the use of learner-centred pedagogies for teaching in basic schools in Hohoe, Ghana

Oct 15, 2026

This study examines teachers’ perceptions of learner-centred pedagogies in basic schools in Hohoe, Ghana, highlighting constructivist, collaborative, inquiry-based, integrative, and reflective approaches. Despite policy support for learner-centred instruction, empirical understanding of teachers’ conceptualisation and classroom use remains limited. Using a descriptive survey, data were collected from 364 teachers across 28 schools via complete enumeration, analysed with descriptive statistics. Findings show generally favourable views and readiness to apply these approaches, alongside a need for institutional support and strengthened professional development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Introduction

Background on pedagogy and learner-centred approaches

Context in Ghana and standards-based curriculum

African Educational Research Journal Vol. 13(4), pp. 529-540, December 2025 ISSN: 2354-2160 Full Length Research Paper Teachers’ perceptions on the use of learner-centred pedagogies for teaching in basic schools in Hohoe, Ghana Christopher Yao Dewodo1*, Prem Jotham Heeralal2, Daniel Attakumah1 and Ambrose Agbetorwoka3 1 Department of Education Studies, St. Francis College of Education, Hohoe, Ghana 2 Psychology of Education, University of South Africa, South Africa. 3 Department of Education Studies, Akatsi College of Education, Akatsi, Ghana Accepted 9 December, 2025 | ABSTRACT
This study presents teachers’ perceptions on the use of learner-centred pedagogies in basic schools in Hohoe, Ghana, with emphasis on constructivist, collaborative, inquiry-based, integrative, and reflective approaches. Despite policy emphasis on learner-centred instruction, there is limited empirical evidence on how teachers conceptualise and utilise these approaches in Ghanaian classrooms. A descriptive survey design was used to collect data from 364 teachers across 28 schools through complete enumeration. A structured Likert-type questionnaire was used to collect the data, which were analysed using descriptive statistics. The findings indicate that teachers generally hold favourable views of learner-centred pedagogiesand are ready to apply them in instructional practice. However, the results also underscore the need for institutional support to ensure sustained implementation. The study provides contextual evidence from Ghana and enriches the broader discourse on learner-centred reforms in sub-Saharan Africa. It recommends strengthened professional development initiatives to enhance pedagogical competence and promote consistent application of learner-centred teaching strategies.
Keywords: Basic Education Certificate Examination (BECE), basic schools, learner-centred, pedagogies, perceptions, teachers. | | --- | | *Corresponding author. Email: [dewochris73@gmail.com](dewochris73@gmail.com). | INTRODUCTION Pedagogy plays a central role in education, serving as the foundation for intellectual growth, problem-solving, and preparing individuals to interact constructively within society. The term is etymologically traced to the Greek paidagogos, meaning "leader of children," and historically describes the supervision and discipline involved in raising well-informed individuals (Shah, 2021) . In contemporary learning contexts, pedagogy refers to the practices and methods teachers employ to enhance learning (Whiteside et al. , 2017) . Effective pedagogy requires teachers not only to deliver content but also to nurture their learners'skills, curiosity, and potential. Researchers emphasise the critical influence of pedagogical approaches on learning outcomes (Curtis, 2019; Hunaepi et al. , 2024) . Although many advanced nations have achieved improved learning outcomes through innovative teaching practices (Kamal and Kamal, 2015), a substantial body of research in sub-Saharan Africa continues to highlight the pervasive use of ineffective, teacher-centred methods (Adu-Gyamfi, Donkoh and Addo, 2016; Akyeampong, 2017) . These approaches, often characterised by rote learning and hierarchical teacher–student relationships, tend to suppress creativity and hinder the development of Afr Educ Res J 530 learners' problem-solving skills. In response, scholars advocate learner-centred pedagogies that position learners at the heart of the educational process while redefining teachers' roles as facilitators who support and guide learning (Mligo, Mitchell and Bell, 2016) . Learner-centred pedagogy is widely acknowledged for its benefits. It enhances active learner participation, motivation, autonomy, and ownership of learning (Light and Harvey, 2017; Gondwe, 2020) . It promotes retention, critical thinking, teamwork, and problem-solving capacities (Blumberg, 2019; Svinicki and McKeachie, 2014) . Core strategies within learner-centred pedagogie

FAQs

What learner-centred pedagogies does the study focus on?

The study focuses on constructivist, collaborative, inquiry-based, integrative, and reflective approaches used in basic schools in Hohoe, Ghana.

How was the study conducted and what data were collected?

A descriptive survey design collected data from 364 teachers across 28 schools using a structured Likert-type questionnaire.

What do the findings suggest about teachers’ readiness to use learner-centred methods?

Teachers generally hold favourable views and are ready to apply learner-centred pedagogies in instructional practice, while the study also stresses the need for institutional support to sustain implementation.

Oct 15, 2026

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