Exploring Headteachers, Teachers and Learners’ Perceptions of Instructional Effectiveness of Distance Trained Teachers

Abstract

This study examined the perceptions of headteachers, teachers, and learners regarding instructional effectiveness of University of Cape Coast distance trained teachers. The convergent parallel mixed-method design was employed to conduct the study. Research participants comprising 25 headteachers, 667 distance trained teachers, and 138 learners were selected through purposive sampling, stratified random sampling, and simple random sampling techniques respectively. Mean and standard deviations, independent sample t-test, and thematic analysis were employed to analyse the data. The study revealed that headteachers, teachers and learners perceived distance trained teachers as instructionally effective because they demonstrated professional knowledge, professional practice and professional values and attitudes in their instructions. Results also indicated that there was statistically significant difference between male and female teachers with regard to perceived instructional effectiveness. It is recommended that stakeholders such as parents and prospective applicants should consider UCC distance education programme as an alternative to the conventional education.

The attributes senior high school mathematics teachers and their students value in mathematics learning

“…Bishop's (1988) assertion reflects the situation in Ghana today. In Ghana, much attention has been paid to research into areas of mathematics education such as the teaching methodologies that are most effective in aiding students' mathematics understanding (Davis, 2017), and the impact of in-service teacher training programmes on participants' teaching efficiency (Davis & Ampiah, 2008;Davis & Insaido, 2017;Minadzi et al, 2022). Meanwhile not much has been done in the area of values.…”

Examining Course Facilitators’ Perspectives on Online Facilitation for Distance Education

“…Distance education and online learning/education are sometimes used interchangeably creating the erroneous impression that they are the same. Study materials (modules) are utilized in conjunction with technology to fill the geographic gap between the student and the teacher in the phenomenon known as distance education [21]. It indicates that apart from the printed reading materials that are made available to students, some level of technology is incorporated in order to assist students to reduce the stress students have to go through as a result of the geographical gap.…”