Curriculum Implementation with a Plan: An Exploratory Analysis of Pre-service Teachers’ Application of Gagne’s Nine Events of Instruction

Abstract

Abstract This study explored Ghanaian pre-service teachers’ application of Gagne’s instructional design. A sample of 135 pre-service teachers on internship at different pre-tertiary institutions participated by responding to Gagne’s nine events of instruction. The data were analysed descriptively (means/SD) and inferentially (MANOVA). The study revealed that pre-service teachers seem to be more aligned with traditional and less student-centred approaches. The findings suggest a lack of emphasis on strategies that promote active engagement, clear communication of objectives, building on prior knowledge, diverse content presentation, guidance and support, eliciting performance through practice, effective feedback, and enhancing retention and transfer. However, there were no substantial gender- or level-based differences in the application of the instructional model. Therefore, training programmes for teachers should be student-centred and highlight the benefits of connecting new information to familiar concepts for better comprehension.