The study sought to investigate the open defecation menace in Ghanaian communities with emphasis on Gambaga and Nalerigu Townships in the North East Region of Ghana. A sample of 70 respondents comprising household heads and Environmental and Sanitation Officers was considered for the study. Purposive and non-probability sampling techniques were used to select the respondents for the study. As a qualitative study, questionnaire, structured interview guide, and personal observation were instruments for data collection. The study revealed among others that the inability of some households to provide toilets in their homes accounted for the state of open defecation in the two townships. Again, some residents in Gambaga and Nalerigu Townships practice open defecation because of the bad odour that emanates from the public toilets leaving bad smell on their entire bodies once they visit the toilets. It was recommended that government, Non-Governmental Organizations, and other philanthropists should assist residents of Gambaga and Nalerigu by assisting them with some credit facilities to empower them to improve on their economic activities especially agriculture to earn enough income for the construction of their household latrines. It is also, recommended that the Municipal Assembly should replace the old public toilets with WC toilets to reduce the amount of odour that emanates from such old pit latrines.

The study sought to examine the instructional techniques used by Senior High School (SHS) Social Studies teachers in the West Mamprusi Municipality of the NorthEast Region of Ghana. A sample of thirty-two (32) teachers was selected for the study using the simple random and convenient sampling techniques. As a qualitative study, an open-ended (unstructured) interview guide and observational (direct) guide were designed to elicit information from the respondents. The study focused on the teachers' knowledge of Social Studies general objectives, knowledge of Social Studies instructional techniques and how the teachers use these instructional techniques to teach the subject in the Senior High School to achieve the general objectives of the subject. The study revealed among other things that: 1) teachers' knowledge of the general objectives of Social Studies fell short of the expectation of effective Social Studies teachers, specially trained to teach the subject; 2) teachers also had limited knowledge of the instructional techniques of teaching Social Studies and 3) lessons observed were mostly done by the use of lecture, discussion, and questions and answers techniques; projects, simulations and games, problem-solving, inquiry and Fieldtrip techniques were virtually absent in the teaching of Social Studies. Based on the findings of the study, it is recommended among others that: recruitments of teachers by the Ghana Education Service (GES) to teach Social Studies should be strictly based on professional qualifications in the subject.

The main purpose of the study was to seek student teachers' perspectives on the practices of Supported Teaching in School Programme in Colleges of Education in Ghana; particularly, Colleges in the northern sector of Ghana. The population of the study consisted of all student teachers in Colleges of Education in Ghana. The target population was all student teachers of the three (3) selected Colleges of Education in the northern sector of Ghana namely; Tamale College of Education, Gambaga College of Education and ST. John Bosco College of Education. The sample size was ninety (90) thirdyear student teachers comprising thirty (30) student teachers each, who were conveniently chosen based on proximity. An opportunistic sampling technique was used to select student teachers for the study. A cross-sectional survey was adopted with an exploratory design. Results of the study indicated that there exists a communication gap between some Colleges of Education and partner schools; thereby resulting in unfriendly receptions given to student teachers by authorities of partner schools and mentors. The study also indicated that the Supported Teaching in School Programme (STS) is adequately assisting student teachers to develop professional skills, attitudes, and values of teaching including knowledge of inclusivity, equity, and support for learners learning progress in the classroom. Based on the results of the study, it is recommended that policymakers (Ministry of Education and Ghana Education Service) should strategically provide enough resources such as syllabi, Teachers' Handbooks, and logistics for effective practice of the programme since it adequately develops student teachers' teaching professionalism. It is also recommended that improvement needs to be considered by some of the Colleges of Education to close and strengthen the communication gap existing between them and partner schools by pre-informing them before assigning student teachers to them.

This study examined the influence of teachers’ variables for the utilization of ICT for Social Studies instruction in Basic Schools in the West Mamprusi Municipality of the North East Region, Ghana. Three research questions were formulated to achieve the research objectives. The researchers adopted the combined paradigm or the mixed research design, administered questionnaires and solicited opinions through interviews. Descriptive survey was used by the researchers to seek and analyzed information from pupils and teachers’ of Social Studies in the Basic Schools in the West Mamprusi Municipality of the North East Region, Ghana. Ten (10) Basic Schools were randomly selected for the study. Thirty (30) Social Studies teachers, one (1) each from basic seven (7), eight (8) and nine (9) as well as sixty (60) pupils, two (2) each were selected from basic seven (7), eight (8) and nine (9) using purposive and random sampling respectively. The result of the findings indicated that most teachers of Social Studies do use ICT in the teaching of Social Studies. However, there are a number of challenges militating against their frequent use of ICT in the teaching and learning process such as the large nature of the classes they handle, insufficient time for the organization of ICT tools and equipment, financial constraint to purchase some ICT tools and equipment for teaching and learning purposes, and lack of support from school administration for ICT use. Based on these findings, recommendations were made that teachers should be orientated on the use of ICT tools and equipment through attendance of seminars, workshops and conferences and that government through Teacher Education Division of Ghana Education Service should support Social Studies teachers in the basic schools within the West Mamprusi Municipality financially for improved efficiency on their use of ICT to promote effective teaching and learning. Teaching time table should be flexible to allow teachers to organize fix ICT tools and equipment in their respective schools to bring about effective teaching and learning.

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