The upsurge of moral decadence among the youth of Ghana these days seems to attest to the fact that the teaching and learning of social studies is beset by some limiting factors. The question that comes to mind is whether students and teachers really understand the purpose of social studies as a subject and whether they even have the right perceptions about social studies for preparing the use for productive citizenship. A descriptive cross-sectional survey design was chosen for this study involving 335 SHS social studies students and 32 social studies teachers for the 2020-2021 academic years within the Tamale Metropolis. Questionnaires were designed to collect data from the respondents. The quantitative data obtained were analyzed using frequencies and percentages. The results showed that even though students and teachers of social studies had appreciable knowledge of what social studies is meant to achieve in the lives of students, the realization of the aims of social studies appears to be hindered by perceptions they have about social studies classroom climate, a situation that has led to poor participation during lessons. The study therefore, recommends that resources such as social studies room, museum, laboratory, reference books, and audio-visual materials should be made available during social studies lessons to encourage active participation by learners.

The study sought the level of use of community resources in Senior High School (SHS) within Tamale Metropolis of the Northern Region of Ghana. The explanatory survey research method was adopted to assess the phenomenon of community resource use during Social Studies lessons from the perspectives of SHS Social Studies teachers within the metropolis. The study adopted quantitative methodology in which a sample of 40 Social Studies teachers was selected for the study using purposive sampling technique. Community Resource Use (CRU) questionnaires comprising closed-ended items, were used in generating data from the respondents. The quantitative data obtained were analyzed using frequencies and percentages. Findings of the study showed that even though SHS Social Studies teachers within the Tamale Metropolis perceive the importance of community resources for effective teaching of the subject, the usage of the resources was relatively low. Hence the study recommended that effort should be made by all the stakeholders especially Ghana Education Service (GES) and teachers involved in the Social Studies curriculum implementation to promote the regular use of community resources for effective teaching and learning of Social Studies in SHS within the Metropolis.

Efforts to identify and address the factors that affect the academic performance of students is key to achieving the aim of education. The study therefore sought to identify factors that influence the academic performance of social studies students in selected Senior High Schools (SHSs) within the Tamale Metropolis and Sangnarigu Districts of Northern Region of Ghana. The study adopted the multiple case study approach involving selected schools and participants with varied backgrounds and experiences in Social Studies. Teacher-related factors that affect the academic performance of students include the teachers’ teaching styles and methods as well as teachers’ academic qualification. Parent-related factors include inadequate parental support such as parents’ inability to provide textbooks and supplementary reading materials. Student-related factors include students’ inactivity during lessons while school-related factors include inadequate teaching and learning materials in the schools.  The study therefore recommends, among others, the need for parents and teachers to collaborate in ensuring that students have the right attitude towards teaching and learning of social studies.

The objective of this study was to assess the knowledge and training on Disaster Risk Reduction among Social Studies teachers' trainees' in the Selected Colleges of Education in Ghana. Embedded mixed method and a cross-sectional design was used for the study. The population of the study comprised Social Studies teacher trainees in St. Monicas, Berekum, Tamale, and John Bosco Colleges of Education. Homogenous purposive sampling technique was used to the four (4) Colleges of Education, convenient sampling technique was used to sample three hundred and nineteen (319) for the quantitative data while homogenous purposive sampling technique ten participants for the qualitative data. The main instrument used for data collection were close-ended questionnaire and interview guide. Legitimation process was adopted to ensure validity and reliability of the data collection instrument. The findings of the study revealed that Social Studies teacher trainees possessed low level of disaster risk reduction kits in their schools. The study also indicated that there was low level of extracurricular activities through which DRR knowledge could be impacted, such logistics should be provided by the various college authorities to help them mitigate disasters.. It is therefore recommended that clubs and Social Studies associations on disasters should be formed in the colleges by the college authorities. Discussions and programmes to be carried out in such associations will enable teacher trainees acquire the necessary knowledge and training needed for disaster risk reduction. It is also recommended that discussions should be tailored to reflect the types of risks and disasters which are not only common to all the colleges of education, but also peculiar to each of them.