Geography Teachers’ Perception of Learner-Centred Pedagogy: Toward Revitalizing Students’ Interest in Selected Senior High Schools in Cape Coast Metropolis, Ghana

Globally, geography curriculum guidelines have advocated for interactive approaches such as fieldwork, discussion, brainstorming, and problem-solving. Despite this substantial body of literature, evidence suggests that many teachers still rely heavily on traditional lecture methods, making the subject abstract and less engaging. This study examined geography teachers’ perceptions and implementation of learner-centred pedagogy in selected senior high schools within the Cape Coast Metropolis, Ghana. Using a quantitative descriptive survey design, the study sampled 28 geography teachers from seven senior high schools through purposive, stratified, and random sampling techniques. Data were collected via structured questionnaires and analyzed using descriptive statistics in SPSS version 22. The findings revealed that teachers generally held positive perceptions of learner-centred methods, acknowledging their effectiveness in enhancing comprehension, stimulating student interest, and promoting active participation. Most teachers reported frequently employing these approaches, although not consistently, due to challenges such as inadequate teaching resources and time constraints. Interestingly, factors such as large class sizes and syllabus overload were not widely perceived as significant barriers. The study concludes that while teachers recognize the value of learner-centred approaches and attempt to apply them, systemic limitations hinder full implementation. It is recommended that policymakers and stakeholders provide adequate resources, revise timetabling to allow for more practical engagement, and strengthen continuous professional development programmes to equip teachers with skills for effective application.