Students' Approaches to Learning the New B. Ed. Programme in Ghana: Evidence from Colleges of Education within Mampong Municipality

Abstract

This paper explores the use of surface and deep learning strategies among students in two Colleges of Education within Mampong Municipality: St. Monica's College (Single-Sex College: Female) and Mampong Technical College (Single-Sex College: Male), who were enrolled in a Four-Year Bachelor of Education programme. Drawing on Biggs et al.’s Revised Study Questionnaire (2001), the study investigates whether student-teachers adopt a predominantly surface or deep learning approach in their studies for the New B. Ed. programme introduced into the Colleges of Education. From February to April 2021, a quantitative cross-sectional design was employed. A self-administered questionnaire was used to collect data from 332 participants (levels 200 and 300) enrolled in the four year B. Ed. programme, which was introduced in 2018. One-way Analysis of Variance (ANOVA) and t-tests were used to examine participants' age, sex, and level of study in relation to their learning approaches (Deep or Surface). A significant difference in the Deep learning approach was found between males and females in both schools (p = 0.047). However, there was no significant difference with respect to age, level, and learning approach. Responses were analysed using descriptive statistics. Findings suggest that student-teachers predominantly adopt deep learning strategies in their studies at Colleges of Education, and this approach appears consistent across disciplines.