Assessing Digital Learning and Associated Factors in Three Early Childhood Education Centers in the Northern Region of Ghana During the COVID-19 Era
DOI:
https://doi.org/10.58425/jetm.v4i2.383Keywords:
Digital literacy, educational equity, qualitative researchAbstract
Aim: This research investigated the effect of digital learning on Early Childhood Education (ECE) in Northern Ghana after the COVID-19 digital shift.
Methods: Using a qualitative case study approach, the study focused on three Early Childhood Education Centers in the Northern Region of Ghana. Data were collected through interviews with 15 ECE teachers and focus group discussions with three parents, resulting in a total sample size of 18 participants. The data collected was analyzed using deductive thematic procedures.
Results: The findings reveal that educators employed a combination of audio, text, and visual-based learning methods, influenced by resource availability and cost-effectiveness. The impact of digital learning on ECE was moderate, with varied effectiveness reported. Challenges included limited access to digital tools, low adaptation rates, and unreliable internet access, exacerbated by factors such as language barriers and parental involvement constraints.
Conclusion: The study concludes that while digital learning holds potential for improving ECE in underserved regions, its impact is moderated by infrastructural, pedagogical, and socio-economic barriers.
Recommendations: To address these challenges, comprehensive digital literacy programs, resource allocation, professional development, and improved infrastructure are recommended. Emphasis should be on the role of policymakers and communities in ensuring equitable access to quality education, particularly during crises such as the COVID-19 pandemic.
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