Preservice Training Amid a Pandemic in Ghana: Predictors of Online Learning Success Among Teachers

William Nketsia,Emmanuel O Kumi,Ahmed H Mohamed,Maxwell P Opoku,Rosemary Twum,Eunice A Kyere

doi:10.3389/feduc.2021.745623

Abstract

The coronavirus disease 2019 outbreak has brought the world to a standstill, especially the education sector. Globally, it has claimed over two million lives, with over 100 million people infected, forcing schools to close down. This has reignited the importance of online teaching and learning for preservice teachers who comprise the next frontiers in providing online education to their future students. However, studies on online learning [OL] success among preservice teachers in developing countries, such as Ghana, remain scarce. Accordingly, this study mainly aimed to assess the predictors of OL success among preservice teachers in Ghana. Bandura’s social cognitive theory guided the study; in total, 526 preservice teachers were recruited from four colleges of education. Although the teachers were ambivalent regarding the success of OL, significant differences were found between the following demographics: gender, specialization, marital status, the preferred mode of learning, and the place of residence. Moreover, the study discussed the need for intensive information and communications technology education among preservice teachers, particularly women, developing their confidence in computer skills, and other recommendations.

Highlights

The global outbreak of coronavirus disease 2019 (COVID-19) has affected all sectors of society
In relation to the analysis of variance (ANOVA), where there was a violation, we reported results of the Welch statistics
As hypothesized by Bandura, interaction between the learner, their cognition, and their environment are fundamental to an individual excelling in school

Summary

Introduction

The global outbreak of coronavirus disease 2019 (COVID-19) has affected all sectors of society. The pandemic has adversely impacted the social fabric of society as individuals adapt to new ways of living and different situations. The education sector has been affected with the complete closure of some schools. Other schools have adopted a blended approach that entails a combination of both face-toface and online learning [OL] (Bayham & Fenichel, 2020; Esposito & Principi, 2020). In developing countries such as Ghana, OL is new to the education system, which largely depends on face-to-face teaching and learning. The education system lacks basic facilities such as computers, Internet

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