TEACHERS’ PERCEPTIONS OF THE IMPLEMENTATION AND PERCEIVED IMPACT OF WEBB’S DEPTH OF KNOWLEDGE IN SENIOR HIGH SCHOOLS IN GHANA

نویسندگان

  • Richard Adade Department of Science and Technology Education University of South Africa, South Africa orcid.org/0000-0001-8006-1302

DOI:

https://doi.org/10.46827/ejes.v13i7.6809

کلمات کلیدی:

Webb’s Depth of Knowledge, teachers’ perceptions, assessment, higher-order thinking

چکیده

This research focused on determining the perception of senior high school teachers toward Webb's Depth of Knowledge (DOK) in terms of its application and impact. The key focus was on how beneficial DOK is when planning lessons; teachers’ perceptions of its contribution to student engagement and academic learning; and what obstacles teachers encounter in using the model. This research used a descriptive survey design, employing a stratified random sampling technique, to select a total of 528 participants. A quantitative analysis of the data was conducted using SPSS version 26. The results indicated that although many participants felt that they needed to do a better job of implementing each DOK level, the majority believed that DOK was a good source for helping them develop appropriate levels of complexity in their assessments and instructional tasks, and to develop skills in critical thinking. Participants additionally believed that teachers perceived DOK as supportive of students’ reasoning, problem-solving and participation in classroom discussions. Nevertheless, some major obstacles to the successful implementation were noted as very large class sizes, test-driven instruction, too few resources, and a lack of professional development. The findings indicated that teachers perceived that while teachers perceived DOK as a useful framework for instructional planning and student engagement, more institutional support, along with targeted teacher training, is required to effectively implement DOK.

بیوگرافی نویسنده

  • Richard Adade، Department of Science and Technology Education University of South Africa, South Africa orcid.org/0000-0001-8006-1302

    Richard Adade is an educator with the Ghana Education Service and a doctoral candidate in Technology Education in the Department of Science and Technology Education at the University of South Africa, Pretoria, South Africa. He holds a master’s degree in information technology from the University of Cape Coast, Ghana. His research interests include educational technology, technology integration, digital learning, instructional design, teacher professional development, curriculum implementation, and educational assessment. He has published research on digital technologies, teachers’ technology practices, digital literacy, and technology integration in Ghanaian schools.

    ORCID: https://orcid.org/0000-0001-8006-1302

    ResearchGate: https://www.researchgate.net/profile/Adade-Richard

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دانلودها

چاپ شده

2026-06-20

شماره

دوره 13 شماره 7 (2026)

نوع مقاله

Articles

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