Early childhood classroom environments and learners’ attentiveness in Asuogyaman District, Ghana

Abstract

This study aimed to investigate early childhood classroom environments and learners’ attentiveness in the Asuogyaman District of Ghana. Employing a sequential explanatory mixed-method design, the study adopted both quantitative and qualitative approaches, with data collection occurring in two distinct phases: quantitative followed by qualitative. A total of 122 early childhood teachers participated in the study, providing data through a structured questionnaire, semi-structured observations, and semi-structured interviews. For the quantitative data analysis, descriptive statistics, including mean, standard deviation, and percentages, were used, while the qualitative data underwent thematic analysis. The findings of the study revealed that the state of the classroom environment in early childhood settings in the Asuogyaman District is characterized by a varied landscape of conditions and resources. The classroom conditions range from well-equipped and stimulating environments to spaces constrained by resource theft, inadequate ventilation, broken windows, and insufficient lighting. Additionally, the teachers perceived various classroom environmental factors, including instructional materials, environmental quality (including ventilation and lighting), teacher-learner interactions, and engaging activities, as crucial in enhancing learners’ attentiveness. They employed various strategies, including play-based and active learning methods, visual aids, instructional resources, and personalized attention to enhance learners’ attentiveness. Lastly, needed resources for the creation of classroom learning environment towards learners’ attentiveness in Asuogyaman District are mostly basic resources like writing materials while others such as technology, manipulatives, and sensory materials are largely absent. The conclusion is that creating and implementing effective classroom environments that influence learners’ attentiveness in the Asuogyaman District is not without challenges. Based on these findings, it is recommended that the Asuogyaman District Education Directorate liaise with NGOs to supply early childhood schools with adequate resources, maintain infrastructure, and increase access to in-service training for its early childhood teachers.