<p>This study employed a sequential explanatory mixed-method design to examine basic school teachers’ classroom assessment conceptions in the Sissala East Municipality in the Upper West Region of Ghana. In particular, the study examined the classroom assessment practices of teachers and their demographic characteristics that influence their assessment practices. Quantitative data gathered from 203 respondents were analyzed using mean, standard deviations, t-test and ANOVA. In the follow-up qualitative phase, semi-structured interviews were undertaken with 12 participants and the data subjected to interpretive thematic analysis. The findings revealed that teachers mostly employ traditional assessment methods than alternative assessment tools Furthermore, gender, age, assessment training, teaching experience and class teaching level impacted the teachers’ use of assessment methods. It was recommended among other issues that regular in-service training in assessment be conducted for teachers for them to be up-to-date and also develop their skills and use of appropriate alternative classroom assessment practices.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0775/a.php" alt="Hit counter" /></p>

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This study employed a descriptive survey design to survey all 107 social studies teachers' perception of integrating Information and Communication Technologies (ICT) into the teaching and learning of social studies using a questionnaire in the public senior high school in the New Juaben Municipality. The results revealed that the teachers had a positive perception that incorporating ICT into the Social Studies classroom makes lessons more engaging, varied, and well-presented, as well as allows the teacher to control the instructional time effectively, aids students in comprehending what they have been taught, makes lessons more concrete, and increases students' attention in class. The findings also showed that ICT tools like computers, internet systems, educational software, printers and overhead projectors were found to be limited in the schools. Significant differences in perception were found among teachers based on age, gender and teaching experience. Multiple regression analysis found that age was a predictor of perceptions of the integration of ICT. It was, therefore, recommended that heads of schools should enable teachers to utilize ICT facilities appropriately in Social Studies lessons. Also, the Ministry of Education should set aside funds each year to retain, replace, and extend ICT infrastructure in schools. Moreover, the Ministry of Education should review the policy of the non-use of mobile phones by senior high students.

Social Studies as a subject in Ghana, has the potentials of teaching functional knowledge and desirable values into students for fostering national unity and consciousness. This study sought to find out the national unity and national consciousness contents in junior and secondary school social studies curricula in Ghanaian schools as well as the perception of students on social studies' role in promoting national unity. The study adopted a descriptive survey design with content analysis. A sample of 208 Form Three Senior High School students from Ofori Panin Senior High School was selected through a convenience sampling technique. Findings of the study showed that contents for the promotion of national unity and national consciousness as part of social studies education were moderately provided for in the JHS and SHS syllabi. Students also have a favourable view of social studies education as an instrument for the promotion of national unity and consciousness. However, the teaching and learning of the subject is challenged by the inadequate period allocation on the time table for SHS, non-use of TLMs by teachers, and overloaded syllabus.