Teaching and Learning Resources as Drivers of Hospitality TVET Enrolment in Ghana’s Colleges of Education: Empirical Evidence from a Mixed-Method Survey
DOI:
https://doi.org/10.54536/ajet.v5i3.8218Keywords:
Colleges Education, Enrolment, Ghana, Hospitality Education, Pedagogy, TVET, Teaching Learning ResourcesAbstract
This paper examines how teaching and learning resources drive hospitality TVET enrolment decisions among students in Ghana’s Colleges of Education. Using an embedded mixed-methods design, quantitative data were collected from 336 hospitality students, while qualitative interviews were conducted with 10 Heads of Department to contextualise and explain the survey results. The teaching and learning resources construct was validated through principal component analysis, yielding three dimensions: (i) institutional support and resource provision, (ii) learning environment and pedagogical practices, and (iii) access to knowledge and expertise. Pearson correlations showed that all three dimensions were positively associated with student enrolment. Multiple regression indicated that teaching and learning resources explained 44.4% of the variance in enrolment (R² = 0.444), with learning environment and pedagogical practices emerging as the strongest predictor (β = 0.369, p < .001). Qualitative findings highlighted resource constraints, weak support systems, and policy/institutional barriers as key mechanisms shaping students’ enrolment experiences. The paper discusses implications for strengthening resource allocation, pedagogy, and industry-linked learning opportunities to sustain hospitality TVET enrolment.
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