Junior high schools teachers’ perceptions and practice of constructivism in Ghana: The paradox

Abstract

The study aimed to explore teachers’ perceptions and use of constructivist teaching approaches in Ghanaian junior high schools, specifically in the Sunyani-West Municipality. The research employed an explanatory sequential mixed-method strategy, with 254 teachers participating in the survey using the census method. Classroom observations and interviews were conducted to validate teachers’ claims regarding constructivist practices. Data were collected through the adapted Constructivist Learning Environment Scale (CLES), a semi-structured interview guide, and field notes. The findings revealed a paradox: while teachers had a positive perception of constructivism, they seldom applied its core principles in their classrooms. Data triangulation uncovered inconsistencies between teachers’ claims and actual classroom practices. Limited resources and time constraints were cited as reasons for the minimal implementation of constructivist pedagogy. Recommendations have been provided for the Ghana Education Service and the National Council for Curriculum and Assessment.