Comparative analysis of play- based pedagogy and inquiry-based pedagogy in the Ghanaian Language perspective

Abstract

This investigation examined the effectiveness and implications of two prominent pedagogical approaches, namely play-based pedagogy and inquiry-based pedagogy, within the context of Ghanaian language education. The study aims to shed light on the advantages and challenges associated with these approaches and provide insights into their suitability for promoting effective language learning outcomes in Ghanaian classrooms. The approach adapted for the investigation was qualitative. Three hundred (300) participants were involved in this investigation. Purposive sampling was its technique. Observation, focus group discussion and interview were used as data collection instruments to elicit essential information to support the analysis. The investigation underscored the significance of play-based pedagogy and inquiry-based pedagogy in enhancing language learning outcomes in Ghanaian classrooms. The study revealed the Ghana could adopt or cultivate innovative pedagogical strategies to enhance language learning environment that empowers students, promotes linguistic diversity, and nurtures a lifelong love for learning languages. Vygotsky Lev (1930) sociocultural theory influenced this investigation.