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

Christopher Yao Dewodo, Prem Jotham Heeralal, Daniel Attakumah and Ambrose Agbetorwoka

African Educational Research Journal
Published: December 15 2025
Volume 13, Issue 4
Pages 529-540
DOI: https://doi.org/10.5281/zenodo.17938152

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 pedagogies and 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.

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