Classroom engagement dynamics: examining the potency of reflective teaching approach among some selected universities in Ghana

Inusah Salifu; Emile Kwadwo Worlanyo; Ahmed Bawa Kuyini

doi:10.1080/14623943.2017.1304373

Classroom engagement dynamics: examining the potency of reflective teaching approach among some selected universities in Ghana

Inusah Salifu, Emile Kwadwo Worlanyo, Ahmed Bawa Kuyini

Department of Adult Education And Human Resource Studies

Research output: Contribution to journal › Article › peer-review

2 Citations (Scopus)

Abstract

The purpose of this research was to investigate the effectiveness of the use of reflective teaching approach by university lecturers in Ghana to achieve improved student learning outcomes. The research utilised a quantitative survey design involving 180 lecturers who were accidentally or haphazardly selected from four universities in Ghana to complete a reflective teaching survey (RTS) questionnaire. The results showed that participants frequently engaged in varied reflective teaching activities, and were successful in evaluating the effectiveness of their pedagogies. The research concluded that the approach should be an essential component of the teacher performance appraisal system.

Original language	English
Pages (from-to)	725-736
Number of pages	12
Journal	Reflective Practice
Volume	18
Issue number	6
DOIs	https://doi.org/10.1080/14623943.2017.1304373
Publication status	Published - 2 Nov 2017

Keywords

Ghanaian universities
classroom engagement
lecturers
professional development
reflective teaching approach

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10.1080/14623943.2017.1304373

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abstract = "The purpose of this research was to investigate the effectiveness of the use of reflective teaching approach by university lecturers in Ghana to achieve improved student learning outcomes. The research utilised a quantitative survey design involving 180 lecturers who were accidentally or haphazardly selected from four universities in Ghana to complete a reflective teaching survey (RTS) questionnaire. The results showed that participants frequently engaged in varied reflective teaching activities, and were successful in evaluating the effectiveness of their pedagogies. The research concluded that the approach should be an essential component of the teacher performance appraisal system.",

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Classroom engagement dynamics: examining the potency of reflective teaching approach among some selected universities in Ghana

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Keywords

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