A Critical Mixed-Methods Analysis of Student-Teachers’ Action Research Challenges and Institutional Mediation in Ghanaian Colleges of Education

Benjamin Quarshie; Akwasi Amponsah; Henry Ofosu  Ameyaw; Anthony Mensah; Mercy Anna Ayi-kooley Malm; Moses Jahkumah Appiah-Quansah

doi:10.57092/ijetz.v5i1.743

Authors

Benjamin Quarshie Department of Creative Arts Education, Mampong Technical College of Education, Ghana https://orcid.org/0000-0002-5277-9496
Akwasi Amponsah Department of Mathematics and ICT, Mampong Technical College of Education, Ghana https://orcid.org/0000-0001-8370-9100
Henry Ofosu Ameyaw Department of Social Sciences, Abetifi Presbyterian College of Education, Ghana https://orcid.org/0000-0003-0104-4243
Anthony Mensah Department of Social Sciences, Abetifi Presbyterian College of Education, Ghana https://orcid.org/0009-0007-0635-4108
Mercy Anna Ayi-kooley Malm Department of Social Sciences, Abetifi Presbyterian College of Education, Ghana https://orcid.org/0009-0007-0143-378X
Moses Jahkumah Appiah-Quansah Department of Social Sciences, Abetifi Presbyterian College of Education, Ghana https://orcid.org/0009-0009-8759-0798

DOI:

https://doi.org/10.57092/ijetz.v5i1.743

Keywords:

Action research, Ghana, Institutional support, Student-teachers, Teacher education

Abstract

Action research is a core component of Ghana’s Initial Teacher Education (ITE) framework, designed to foster reflective practice and inquiry-based problem-solving during student-teachers’ internships. However, ongoing difficulties in its implementation raise concerns about the adequacy of institutional and supervisory support. This study explores the lived experiences of final-year student-teachers conducting action research in Colleges of Education in Ghana. Using a mixed-methods embedded design, quantitative and qualitative data were collected from 240 student-teachers across 16 colleges. Descriptive statistics and thematic analysis identified key challenges, assessed institutional support structures, and examined coping strategies. Findings indicate major difficulties in problem identification, data analysis, and academic writing, intensified by irregular supervision, limited methodological guidance, logistical constraints, and cognitive-emotional pressures. Nevertheless, most participants reported improved reflective thinking and classroom problem-solving. The study proposes a conceptual framework linking student challenges with institutional support and recommends scaffolded research pedagogy, standardized supervision, and enhanced digital infrastructure to strengthen sustainable research capacity.

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