Evaluating The Effectiveness Of Communication Channels In Promoting Play-Based Learning: A Case Of Right To Play’s Partners In Play (P3) Project In Selected Basic Schools In Greater Accra Region, Ghana

Abstract

Communication is the engine of educational reform, yet the effectiveness of communication channels in promoting pedagogical innovations like Play-Based Learning (PBL) remains understudied in the Ghanaian context. This study evaluated the effectiveness of communication channels used by Right To Play’s Partners-in-Play (P3) Project in promoting PBL in selected basic schools within the Greater Accra Region. The study was anchored by an integrated conceptual framework synthesising the Context-Input-Process-Product (CIPP) model, Diffusion of Innovations Theory, and Social Learning Theory. Adopting a qualitative case study design, the research purposively selected 20 key stakeholders, comprising 15 teachers, 2 headteachers, 2 School Improvement Support Officers (SISOs), and 1 District Director from New Gbawe M/A Basic 1 School and Mallam MA Basic 2 School. Data were collected using semi-structured interviews and analysed using thematic analysis. The findings revealed that the P3 project utilised a multi-layered communication strategy. Face-to-face channels (workshops, coaching, and demonstrations) were perceived as the most effective for ensuring comprehension and practical application of PBL. Printed materials (manuals and posters) served as essential supportive tools for reinforcement. However, the use of digital channels (WhatsApp, video) was found to be emerging but constrained by limited infrastructure and digital literacy. Key factors influencing stakeholder engagement included access to technology, cultural perceptions of play, teacher workload, and the strength of institutional support. The study concludes that while interpersonal communication remains the backbone of educational reform in this context, a hybrid approach reinforced by accessible digital tools and strong leadership is vital for sustainability. Recommendations include prioritizing practical demonstrations, ensuring timely distribution of printed resources, and improving digital infrastructure to support continuous professional development.