An evaluation of the instructional performance between teachers trained by traditional and distance learning model: Implications for teacher education

Abstract

The goal of this study is to evaluate the instructional performance between teachers who completed their training in traditional and distance learning model in three districts of the Upper West Region of Ghana. A research into the issue is significant because it has relevance to the development of pre-teacher training in education. Ghanaians are used to the traditional school system but the new challenges facing schools has made it necessary for schools to embrace distance education. However, there are also concerns about the quality of distance learning programs. The research question set to guide the study asked the question, whether there are differences in the instructional performance of teachers who completed their training in traditional learning model and in distance learning model. A descriptive survey method was used for the analysis. A questionnaire drawn on a five Likert scale measurement was used to collect data for the study. The study reveals differences in the instructional performance of the two set of teachers. However, the difference in performance was marginal but significant. The study acknowledged that, individual returns depend on their attitudes towards the teaching profession. Thus a measurement of real performance of teachers can be challenging but achievable.