An Examination of Senior High School Social Studies Teachers’ Instructional Practices in the West Mamprusi Municipality

Abstract

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.

Instruction of Citizenship Education in Grade Four Social Studies Curriculum in Kenya

“…Besides, there was domination of formal classroom activities such as; teacher narrations, note taking, dictations, teacher demonstrations and recitation of key points. Comparably, studies by scholars such as; Abobo et al, (2014), Abudulai (2020), Imbundu and Poipoi (2013), Magasu, et al, (2020), Ruto and Ndaloh (2013 and Tadesse (2019) all revealed dominance of teacher-centered instructional approach in instruction of Citizenship Education. Particularly, Mwathwana, et al, (2014) record; lecture, narration, teacher led discussion, dictation and teacher led demonstrations to be frequently used instructional methods.…”