Game-based learning in Ghanaian primary schools: listening to the views of teachers

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dc.contributor.authorYeboah, R.
dc.contributor.authorAmponsah, K.D.
dc.contributor.authorMintah, P.C.
dc.contributor.authorSedofia, J.
dc.contributor.authorDonkor, P.B.K.
dc.date.accessioned2023-04-28T20:13:09Z
dc.date.available2023-04-28T20:13:09Z
dc.date.issued2023
dc.descriptionResearch Articleen_US
dc.description.abstractThis 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.en_US
dc.identifier.citationTo 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: 10.1080/03004279.2023.2171269en_US
dc.identifier.otherhttps://doi.org/10.1080/03004279.2023.2171269
dc.identifier.urihttp://ugspace.ug.edu.gh:8080/handle/123456789/38938
dc.language.isoenen_US
dc.publisherInternational Journal of Primary, Elementary and Early Years Educationen_US
dc.titleGame-based learning in Ghanaian primary schools: listening to the views of teachersen_US
dc.typeArticleen_US

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