Classroom Practices of Basic School Teachers in the Implementation of the Standards-Based Physical Education Curriculum in Public Basic Schools in the Effutu Municipality, Ghana
This study scrutinizes the classroom practices of public basic school teachers in implementing the Standards-Based Physical Education Curriculum in public schools within the Effutu Municipality, Ghana, through the lens of Ecological Systems Theory. Employing a census approach, all teachers teaching physical education in the municipality participated, ensuring a comprehensive representation of the target population. A structured questionnaire adapted from the National Council for Curriculum and Assessment’s Standards-Based Physical Education Curriculum was used to collect quantitative data. The questionnaire comprised two sections. Section A gathered biographic data, while section B included thirty statements assessing teachers’ classroom practices on a 5-point Likert scale. Analysis of the data revealed a diverse range of classroom practices, with teachers scoring highest in learner planning (M = 4.34, SD = 0.48) and assessment (M = 4.34, SD = 0.45), followed closely by feedback (M = 4.31, SD = 0.50), motivation and discipline (M = 4.27, SD = 0.53), and reflection (M = 3.38, SD = 0.63). Notably, professional learning community/continuous professional development was identified as the least practiced area (M = 3.12, SD = 0.94). The overall mean for classroom practices was (M = 3.93, SD = 0.38). The findings highlight that while learner planning is the dominant practice among teachers, there is a significant need to enhance engagement in Professional Learning Communities to foster continuous development. The study underscores the relevance of addressing gaps in professional development to improve the implementation of physical education curricula.
References
[1]
Acheampong, A. O., & Essiam, E. O. (2021). Implementation of Standards-Based Physical Education Curriculum in Basic Schools in Ghana: Challenges and Prospects. International Journal of Physical Education, Fitness and Sports, 10, 98-106.
[2]
Ames, C. (1992). Classrooms: Goals, Structures, and Student Motivation. Journal of Educational Psychology, 84, 261-271. https://doi.org/10.1037/0022-0663.84.3.261
[3]
Asamoah, I. E (2024). The Progress of Ghana towards SDG 4: Journey to Achieving Free, Equitable, and Quality Education by 2030. Commentary, Poverty & Urban Poverty. https://yafoweb.org/2024/10/23/the-progress-of-ghana-towards-sdg-4-journey-to-achieving-free-equitable-and-quality-education-by-2030/
[4]
Babbie, E. R. (2008). The Basics of Social Research. Cengage Learning.
[5]
Banerjee, A., & Duflo, E. (2006). Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty. PublicAffairs.
[6]
Bentil, J. (2021). Transforming Education in Ghana: Challenges and Opportunities. Journal of Educational Reform, 15, 45-62.
[7]
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5, 7-74. https://doi.org/10.1080/0969595980050102
[8]
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
[9]
Brookhart, S. M. (2008). How to Give Effective Feedback to Your Students. ASCD.
[10]
Brophy, J. (2004). Teacher-Student Relationships. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 3601-3605). Springer.
[11]
Buchholz, S., Hofacker, D., Mills, M., Blossfeld, H.-P., Kurz, K., & Hofmeister, H. (2008). Life Courses in the Globalization Process: The Development of Social Inequalities in Modern Societies. European Sociological Review, 25, 53-71. https://doi.org/10.1093/esr/jcn033
[12]
Darling-Hammond, L. (2000). Teacher Quality and Student Achievement. Education Policy Analysis Archives, 8, 1-44. https://doi.org/10.14507/epaa.v8n1.2000
[13]
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute.
[14]
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11, 227-268. https://doi.org/10.1207/s15327965pli1104_01
[15]
Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. DC Heath and Company.
[16]
Donkor, S. K. (2024). Teachers’ Classroom Practices on Perceived Learners’ Attainment of Goals Enshrined in the Standards-Based Physical Education Curriculum in Public Basic Schools in the Effutu Municipality, Ghana. Ph.D. Thesis, University of Cape Coast.
[17]
Drudy, S. (2008). Women and Education: A Critical Perspective. Routledge.
[18]
DuFour, R., & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. ASCD.
[19]
DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work. Solution Tree Press.
[20]
Dzogbenu, E. K., & Nartey, R. K. (2020). Challenges of Implementing Standards-Based Physical Education Curriculum in Basic Schools in Ghana. Journal of Physical Education and Sport, 20, 1443-1450.
[21]
Emmer, E. T., & Stough, L. M. (2001). Classroom Management: A Critical Part of Educational Psychology, with Implications for Teacher Education. Educational Psychologist, 36, 103-112. https://doi.org/10.1207/s15326985ep3602_5
[22]
Evertson, C. M., & Weinstein, C. S. (2006). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Routledge.
[23]
Fisher, D., & Frey, N. (2013). Engage the Brain: How to Design for Learning that Taps into the Power of Emotions. ASCD.
[24]
Gelmez-Burakgazi, S. (2020). Exploring the Role of Pre-Service Teachers’ Motivational Beliefs and Learning Strategies in 21st-Century Skill Development. Teacher Development, 24, 294-314.
[25]
Goldhaber, D. D., & Brewer, D. J. (2000). Does Teacher Certification Matter? Evaluating the Effects of Teacher Preparation on Student Achievement. Journal of Policy Analysis and Management, 19, 49-74.
[26]
Hattie, J. (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
[27]
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77, 81-112. https://doi.org/10.3102/003465430298487
[28]
Ingersoll, R. M., & Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research, 81, 201-233. https://doi.org/10.3102/0034654311403323
[29]
Jones, M. C., & Rattray, J. (2010). Questionnaire Design. The Research Process in Nursing, 6, 368-385.
[30]
Kothari, C. R. (2006). Research Methodology: Methods and Techniques. New Age International Publishers.
[31]
Marzano, R. J. (2003). What Works in Schools: Translating Research into Action. ASCD.
[32]
Marzano, R. J. (2006). Classroom Assessment and Grading that Work. ASCD.
[33]
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom Management that Works: Research-Based Strategies for Every Teacher. ASCD.
[34]
Metzler, M. W. (2017). Instructional Models for Physical Education (3rd ed.). Routledge.
[35]
Mugenda, A. G., & Mugenda, O. M. (2009). Research Methods: Quantitative and Qualitative Approaches. ACT.
[36]
NaCCA. (2019). Standards-Based Physical Education Curriculum for Basic Schools. National Council for Curriculum and Assessment.
[37]
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative Assessment and Self‐Regulated Learning: A Model and Seven Principles of Good Feedback Practice. Studies in Higher Education, 31, 199-218. https://doi.org/10.1080/03075070600572090
[38]
Ntoumanis, N., Pensgaard, A., Martin, C., & Pipe, K. (2004). An Idiographic Analysis of Amotivation in Compulsory School Physical Education. Journal of Sport and Exercise Psychology, 26, 197-214. https://doi.org/10.1123/jsep.26.2.197
[39]
Ofori-Amanfo, J., & Asmah, E. E. (2019). Implementing the Standards-Based Physical Education Curriculum in Ghana: Perceptions and Experiences of Physical Education Teachers. Journal of Teaching in Physical Education, 38, 333-342.
[40]
Opfer, V. D., & Pedder, D. (2011). Professional Learning and Teaching: A Review of the Literature. Journal of Education for Teaching, 37, 273-287.
[41]
Osei-Owusu, B., Darko, P. O., & Acheampong, A. O. (2021). Factors Influencing the Implementation of Standards-Based Physical Education Curriculum in Ghanaian Basic Schools. International Journal of Whole Schooling, 17, 123-144.
[42]
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in Education: Theory, Research, and Applications (2nd ed.). Prentice Hall.
[43]
Popham, W. J. (2009). Assessment Literacy for Teachers: Faddish or Fundamental? Theory Into Practice, 48, 4-11. https://doi.org/10.1080/00405840802577536
[44]
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, Schools, and Academic Achievement. Economical, 72, 135-162.
[45]
Rockoff, J. E. (2004). The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data. American Economic Review, 94, 247-252. https://doi.org/10.1257/0002828041302244
[46]
Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55, 68-78. https://doi.org/10.1037/0003-066x.55.1.68
[47]
Sadler, D. R. (1989). Formative Assessment and the Design of Instructional Systems. Instructional Science, 18, 119-144. https://doi.org/10.1007/bf00117714
[48]
Santangelo, T., & Tomlinson, C. A. (2012). Teacher Educators’ Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation. Action in Teacher Education, 34, 309-327. https://doi.org/10.1080/01626620.2012.717032
[49]
Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Temple Smith.
[50]
SHAPE America (2014). National Standards and Grade-Level Outcomes for K-12 Physical Education. Human Kinetics.
[51]
Shepard, L. A. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, 29, 4-14. https://doi.org/10.3102/0013189x029007004
[52]
Singh, A. S., & Masuku, M. B. (2013). Sampling Techniques & Determination of Sample Size in Applied Statistics Research: An Overview. International Journal of Economics, Commerce and Management, 1, 1-22.
[53]
Stiggins, R. (2005). Student-Involved Assessment for Learning (4th ed.). Pearson.
[54]
Stiggins, R., & Chappuis, J. (2005a). Classroom Assessment for Student Learning: Doing It Right-Using It Well. ASCD.
[55]
Stiggins, R., & Chappuis, J. (2005b). Using Student-Involved Classroom Assessment to Close Achievement Gaps. Theory Into Practice, 44, 11-18. https://doi.org/10.1207/s15430421tip4401_3
[56]
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional Learning Communities: A Review of the Literature. Journal of Educational Change, 7, 221-258. https://doi.org/10.1007/s10833-006-0001-8
[57]
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). ASCD.
[58]
Tschannen-Moran, M., & Barr, M. (2004). Fostering Student Learning: The Relationship of Collective Teacher Efficacy and Student Achievement. Leadership and Policy in Schools, 3, 189-209. https://doi.org/10.1080/15700760490503706
[59]
UNESCO (2020). Global Education Monitoring Report 2020. UNESCO.
[60]
United Nations International Children Emergency Fund (UNICEF) (2021). https://www.unicef.org/
[61]
Vescio, V., Ross, D., & Adams, A. (2008). A Review of Research on the Impact of Professional Learning Communities on Teaching Practice and Student Learning. Teaching and Teacher Education, 24, 80-91. https://doi.org/10.1016/j.tate.2007.01.004
[62]
Wiggins, G. P., & McTighe, J. (2005). Understanding by Design. ASCD.
[63]
Zeichner, K. M., & Liston, D. P. (1996). Reflective Teaching: An Introduction. Lawrence Erlbaum Associates.