Tutors’ Perception of Focused School Approach in Ghanaian Language (Twi) Classrooms: A Qualitative Analysis

Christiana Oduro Domfeh; Peter Fosu; Kennedy Bandoh

doi:10.59573/emsj.8(3).2024.16

Authors

Christiana Oduro Domfeh
Peter Fosu
Kennedy Bandoh

DOI:

https://doi.org/10.59573/emsj.8(3).2024.16

Keywords:

cultural context, focused school approach, pedagogical approaches, tutors’ perception

Abstract

This study investigates perception of tutors regarding implementation of Focused School Approach (FSA) within Ghanaian language (Twi) classrooms. The paper describes Focused School Approach as concentrated efforts on specific subjects or skills to enhance learning outcomes. In the Ghanaian language education context, this approach aims to bolster proficiency and engagement in native languages. Through qualitative analysis, this research explores perception of tutors teaching Ghanaian Languages (Twi) within focused school settings. Interview and observation were used for data collection. One hundred respondents comprising seventy-five (75) tutors and twenty-five (25) students from Akrokerri and Wesley Colleges of Education participated in the study. Findings revealed multifaceted perceptions among tutors, highlighting advantages and challenges with Focused School Approach. Tutors acknowledge its potential to improve language acquisition and cultural preservation, yet concerns arise regarding resource allocation, curriculum integration and sustainability. The study uncovered the influence of contextual factors, like institutional support and community involvement on tutors' perception and implementation of the focused school model. These findings contribute to the discourse on language education in Ghana and offer practical implications for policy-makers and educators. Theories underpinned this study were Constructivism Theory by Piaget (1976) and Multiple Intelligence Theory by Gardner (1983).

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