Game-based learning in Ghanaian primary schools: listening to the views of teachers
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Date
2023
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Primary, Elementary and Early Years Education
Abstract
This research explores how primary school teachers use games to
enhance pupils’ learning and development of conceptual knowledge.
The study employs an illustrative case study design; data was collected
through interviews with thirty (30) teachers who were selected using
purposive sampling technique. Twenty teachers had some knowledge
of game-based learning, ten teachers, however, did not know anything
about the concept game-based learning. The results show that the use
of non-digital games of different kinds to engage pupils is common in
the learning of Maths, English, and Science. Teachers ascribed positively
that the integration of game-based learning motivates pupils to come
to school, actively engages them in the learning process, helps pupils to
easily assimilate lesson contents, makes lessons lively and fun, and
builds collaborative skills amongst pupils. Inadequate resources, noisy
classes, time constraints, large class sizes, the reluctance of some pupils
to participate, and inadequate knowledge are challenges reported by
the teachers.
Description
Research Article
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Citation
To cite this article: Rita Yeboah, Kwaku Darko Amponsah, Priscilla Commey Mintah, John Sedofia & Phyllis Bernice Kwarteng Donkor (Opare) (2023): Game-based learning in Ghanaian primary schools: listening to the views of teachers, Education 3-13, DOI: 10.1080/03004279.2023.2171269