Enhancing English language proficiency in Ghanaian colleges of education: exploring attitudes, challenges, and pedagogical perspectives from tutors and trainees
Bibliographic record
Abstract
This study examines factors inhibiting the quality of English language teaching and learning in Ghanaian colleges of education. Using a cross-sectional descriptive survey design, the study employed a mixed methods research approach, involving questionnaires with 128 teacher trainees from four colleges in the Eastern and Greater Accra zones and telephone interviews with 12 English language tutors. The findings reveal that while some teacher trainees have a positive attitude towards the English language course, they struggle with English concepts due to an overloaded curriculum content, limited instructional time, unfamiliar vocabulary, and ineffective teaching methods. Tutors also highlighted students’ poor foundational knowledge, a shortage of experienced educators, and inadequate professional development opportunities. The study calls for a balanced integration of essentialist and progressivist theories to enhance foundational knowledge, interactive learning, and effective teaching methodologies, contributing to improved English language education in Ghana.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".