An Examination of Curriculum Content and Instructional Techniques Used in Teaching Social Studies in Senior High Schools in Ghana
DOI:
https://doi.org/10.54536/ajahs.v4i2.4279Keywords:
Ghana, Instructional Practices, Senior High School (SHS), Social Studies Teachers (SST)Abstract
This study examined instructional practices that Senior High School (SHS) Social Studies teachers (SST) adopt in the Asokore Mampong Municipality, located in the Ashanti Region of Ghana. The study employed a descriptive research design. Using the census technique, a sample size of 51 teachers was chosen from six SHS. A self-designed questionnaire guide was used to gather data. Descriptive statistics were utilised to analyse the data. The study showed that SSTs are moderately aware of the overall objectives of Social Studies. Also, teachers employed the lecture and discussion technique frequently during instruction. However, teachers minimally integrated both teacher-centered and student-centered teaching techniques. They, therefore lacked innovative teaching techniques in Social Studies. The study recommends that repeated conferences and training should be organised to update Social Studies Teachers’ knowledge and skills of teaching.
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