Examining the Attitudes and Perceptions of Students and Tutors towards the Integrated Approach Pedagogy (IAP) in the Ghanaian Language Classroom

Abstract

This investigation examined integrated approach pedagogy as a progressive educational framework that emphasizes the interconnectedness of various subjects and promotes active learning and critical thinking. This paper will be insightful as it will support students to appreciate their culture and accommodate other students in Ghanaian Language classroom. One of the significances is students would build communication confident and collaborative skills. In the context of the Ghanaian Language Classroom, this study aims to investigate the attitudes and perceptions of both students and teachers towards the integration of subjects within language instruction. This research employs qualitative interviews, to explore the experiences of students and tutors with the integrated approach. A purposive sampling technique was used to select participants, one hundred and fifty (150) students and teachers were selected from different regions and socio-economic backgrounds. Bono region fifty (50), Central region fifty (50), Western region fifty (50). The qualitative phase involves in-depth interviews with selected students and teachers to gain deeper and fuller insights into their personal experiences, perceptions, and recommendations related to the integrated approach pedagogy (IAP). The findings of this research contributed to the existing literature on pedagogical methods in the Ghanaian education system, shedding light on the effectiveness of the integrated approach pedagogy (IAP) in the context of language learning. The theory that underpinned this study was sociocultural theory by Lev, Vygotsky. This theory emphasized the role of social interaction and cultural context in learning.