International programmes and research on effective activity-based learning (ABL): What can Ghana learn from international best practices?

Hope Pius Nudzor, George Kweku Toku Oduro, Nii Addyc

Abstract


Despite tremendous success in improving access and enrolment of pupils in the Ghanaian basic education system in recent times, learning outcomes still remain below expected levels. Through a systematic review international programmes and research on activity based learning (ABL), this article highlights exemplary practices which could help improve the quality of teaching, raise student learning and close achievement gaps for Ghanaian pupils. The article finds that Ghana has been the testing ground for many initiatives aimed at improving the quality of teaching and learning. However, owing to the litany of problems associated with these initiatives, the article contends forcefully that Ghana now needs to focus on drawing lessons from international best practices on ABL pedagogies to adopt to uncover what is working and not working to set the foundation for developing a new national approach to ABL, which should have the potential to transform the education landscape in Ghana.

 

Keywords: ABL; ABL pedagogy; active learning pedagogies; Ghana’s basic education system; teaching and learning; classroom practices


Keywords


Keywords: ABL; ABL pedagogy; active learning pedagogies; Ghana’s basic education system; teaching and learning; classroom practices

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