An Investigation into Senior High School Social Studies Teachers' Knowledge of the Problem Section in the Social Studies Syllabus: The Case of North-East Region of Ghana

Ibrahim Abudulai

doi:doi:10.11648/j.ijsedu.20200802.12

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An Investigation into Senior High School Social Studies Teachers' Knowledge of the Problem Section in the Social Studies Syllabus: The Case of North-East Region of Ghana

Ibrahim Abudulai

Published in International Journal of Secondary Education (Volume 8, Issue 2)

Received: 16 April 2020 Accepted: 5 May 2020 Published: 27 May 2020

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Abstract

The current Senior High School Social Studies syllabus has a section on the problem for each topic to be studied presents for the teacher. Knowledge of this problem section of the syllabus has a positive impact on teachers' effectiveness in their lesson delivery; thus, the call on teachers to take this section seriously in their classroom practices. But there is little sign that teachers in the North-East Region of Ghana have taken this call. This study investigated the knowledge of Social Studies teachers of the North-East Region of Ghana of this section of the syllabus and how they used it as a guide for the teaching of the subject. A sample of fifty-four (54) teachers was selected for the study using the simple random, cluster and convenient sampling techniques to select the respondents for the study. As a qualitative study, an open-ended interview guide and observational guide were designed to elicit information from the respondents. Data from the interview was transcribed, grouped, analyzed and discussed on themes that emerged. The study focused on the teachers’ knowledge of the problem section of the Senior High School Social Studies syllabus and how this informed their selection of objectives, content, instructional techniques, materials, and evaluation of the subject. The study revealed among other things that: teachers’ knowledge of the problem section in the syllabus and their reciprocal relationship with other components of the syllabus fall short of the expectation of effective Social Studies teachers, especially trained to teach the subject. Observation of teaching sessions revealed that lessons were taught without teachers explaining the problems of the units to leaners. Based on the findings of the study, it is recommended that Ministry of Education (MoE) through Ghana Education Service (GES) should organize regular in-service training such as seminars, workshops for Social Studies teachers to update their pedagogical skills in the subject; on-campus and off-campus teaching practices in the Universities should be intensified by allowing in-field lecturers to supervise and train the teacher-trainees to ensure effective teaching of Social Studies.

Published in	International Journal of Secondary Education (Volume 8, Issue 2)
DOI	10.11648/j.ijsedu.20200802.12
Page(s)	27-35
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Problems Section, In-field and Out-of-field Teachers, and Instructional Techniques

References

[1]	Adam, M., Odumah, K. L., & Ngaaso, K. C. (2018). Skills, methods, and techniques for teaching Social Studies. Accra-Ghana: Whitespace Gh.
[2]	Ayaaba, D. A., & Odumah, L. (2013). Skills & techniques of teaching social studies (2nd ed.). Dansoman Estates: Salt & Light Publishing.
[3]	Dynneson, T. L., & Gross, R. E. (1999). Designing effective instruction for secondary social studies (2nd ed.). Upper Saddle River, New Jersey: Prentice Hall Inc.
[4]	Savage, T. V., & Armstrong, D. G. (2000). Effective teaching in elementary social studies (4th ed.). Upper Saddle, New Jersey: Prentice Hall Inc.
[5]	Ministry of Education (MoE) (2010). Teaching syllabus for social studies in senior high school. Accra. CRDD.
[6]	Cruickshank, D. R., Jenkins, D. B. & Metcalf, K. K. (2003). The Act of Teaching. McGraw-Hill, New York.
[7]	Kankam, B., Bordoh, A., Eshun, I., Bassaw, T. K., & AndohMensah. C. (2014). Social Studies Teachers' Content Knowledge Impact on Students in the Senior High Schools in Ghana. Open Science Journal of Education. 2 (6), 73-82.
[8]	Tamakloe, E. K., Amedahe, F. K., & Atta, E. T. (2005). Principles and methods of teaching. Accra: Ghana Universities Press.
[9]	Quartey, S. M. (2000). The teaching of environmental studies in primary schools. In H. Owulabi, (Ed.), Teaching the Ghanaian child. Lagos: Afolabi Publishers.
[10]	Barr, R., Barth, J., & Shermis, S. (1997). Defining social studies. Arlington, VA: National Council for the Social Studies.
[11]	Blege, W. (2001). Social Studies: Theory and practice. Accra: Wallyblege Publications.
[12]	Rocco, T. S., Bliss, L. A., Gallagher, S., & Pérez-Prado, A. (2003). Taking the next step: Mixed methods research in organizational systems. Information Technology, Learning, and Performance Journal, 21 (1), 19-29.
[13]	Cohen, L., Manion, L., & Morison, K. (2007). Research methods in education (6th ed.). London: Routledge.
[14]	Ingersoll, R. M. (2003). Out-of-field teaching and the limits of teacher policy. Report of The Center for the Study of Teaching and Policy and The Consortium for Policy Research in Education. pp 1-32.
[15]	Rosenfield, B. (2004). No subject left behind. Think again. NEA Today, 18 (3), 44- 48.
[16]	Chinh, S. (2002). Factors influencing teaching skills of urban primary school teachers in Cambodia. Journal of International Development and Cooperation, 9 (1), 29-41.
[17]	National Council for the Social Studies (2003). Curriculum standards for social studies. Washington, DC: Author.
[18]	Adedayo, O. S. (2012). Social Studies education in Nigeria: The challenge of building a nation. London: Brunel University Press.
[19]	Kentucky Department of Education (2018). Characteristics of highly effective teaching and learning (CHETI). Frankfort, KY: Commonwealth of Kentucky. Retrieved from: https://education.ky.gov/curriculum/standards/teachtools/pages/Characteristics-of Highly-Effective-Teaching-and-Learning.%28CHETI%29.asps

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Ibrahim Abudulai. (2020). An Investigation into Senior High School Social Studies Teachers' Knowledge of the Problem Section in the Social Studies Syllabus: The Case of North-East Region of Ghana. International Journal of Secondary Education, 8(2), 27-35. https://doi.org/10.11648/j.ijsedu.20200802.12

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Ibrahim Abudulai. An Investigation into Senior High School Social Studies Teachers' Knowledge of the Problem Section in the Social Studies Syllabus: The Case of North-East Region of Ghana. Int. J. Second. Educ. 2020, 8(2), 27-35. doi: 10.11648/j.ijsedu.20200802.12

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AMA Style

Ibrahim Abudulai. An Investigation into Senior High School Social Studies Teachers' Knowledge of the Problem Section in the Social Studies Syllabus: The Case of North-East Region of Ghana. Int J Second Educ. 2020;8(2):27-35. doi: 10.11648/j.ijsedu.20200802.12

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@article{10.11648/j.ijsedu.20200802.12,
  author = {Ibrahim Abudulai},
  title = {An Investigation into Senior High School Social Studies Teachers' Knowledge of the Problem Section in the Social Studies Syllabus: The Case of North-East Region of Ghana},
  journal = {International Journal of Secondary Education},
  volume = {8},
  number = {2},
  pages = {27-35},
  doi = {10.11648/j.ijsedu.20200802.12},
  url = {https://doi.org/10.11648/j.ijsedu.20200802.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20200802.12},
  abstract = {The current Senior High School Social Studies syllabus has a section on the problem for each topic to be studied presents for the teacher. Knowledge of this problem section of the syllabus has a positive impact on teachers' effectiveness in their lesson delivery; thus, the call on teachers to take this section seriously in their classroom practices. But there is little sign that teachers in the North-East Region of Ghana have taken this call. This study investigated the knowledge of Social Studies teachers of the North-East Region of Ghana of this section of the syllabus and how they used it as a guide for the teaching of the subject. A sample of fifty-four (54) teachers was selected for the study using the simple random, cluster and convenient sampling techniques to select the respondents for the study. As a qualitative study, an open-ended interview guide and observational guide were designed to elicit information from the respondents. Data from the interview was transcribed, grouped, analyzed and discussed on themes that emerged. The study focused on the teachers’ knowledge of the problem section of the Senior High School Social Studies syllabus and how this informed their selection of objectives, content, instructional techniques, materials, and evaluation of the subject. The study revealed among other things that: teachers’ knowledge of the problem section in the syllabus and their reciprocal relationship with other components of the syllabus fall short of the expectation of effective Social Studies teachers, especially trained to teach the subject. Observation of teaching sessions revealed that lessons were taught without teachers explaining the problems of the units to leaners. Based on the findings of the study, it is recommended that Ministry of Education (MoE) through Ghana Education Service (GES) should organize regular in-service training such as seminars, workshops for Social Studies teachers to update their pedagogical skills in the subject; on-campus and off-campus teaching practices in the Universities should be intensified by allowing in-field lecturers to supervise and train the teacher-trainees to ensure effective teaching of Social Studies.},
 year = {2020}
}

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TY  - JOUR
T1  - An Investigation into Senior High School Social Studies Teachers' Knowledge of the Problem Section in the Social Studies Syllabus: The Case of North-East Region of Ghana
AU  - Ibrahim Abudulai
Y1  - 2020/05/27
PY  - 2020
N1  - https://doi.org/10.11648/j.ijsedu.20200802.12
DO  - 10.11648/j.ijsedu.20200802.12
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 27
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PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20200802.12
AB  - The current Senior High School Social Studies syllabus has a section on the problem for each topic to be studied presents for the teacher. Knowledge of this problem section of the syllabus has a positive impact on teachers' effectiveness in their lesson delivery; thus, the call on teachers to take this section seriously in their classroom practices. But there is little sign that teachers in the North-East Region of Ghana have taken this call. This study investigated the knowledge of Social Studies teachers of the North-East Region of Ghana of this section of the syllabus and how they used it as a guide for the teaching of the subject. A sample of fifty-four (54) teachers was selected for the study using the simple random, cluster and convenient sampling techniques to select the respondents for the study. As a qualitative study, an open-ended interview guide and observational guide were designed to elicit information from the respondents. Data from the interview was transcribed, grouped, analyzed and discussed on themes that emerged. The study focused on the teachers’ knowledge of the problem section of the Senior High School Social Studies syllabus and how this informed their selection of objectives, content, instructional techniques, materials, and evaluation of the subject. The study revealed among other things that: teachers’ knowledge of the problem section in the syllabus and their reciprocal relationship with other components of the syllabus fall short of the expectation of effective Social Studies teachers, especially trained to teach the subject. Observation of teaching sessions revealed that lessons were taught without teachers explaining the problems of the units to leaners. Based on the findings of the study, it is recommended that Ministry of Education (MoE) through Ghana Education Service (GES) should organize regular in-service training such as seminars, workshops for Social Studies teachers to update their pedagogical skills in the subject; on-campus and off-campus teaching practices in the Universities should be intensified by allowing in-field lecturers to supervise and train the teacher-trainees to ensure effective teaching of Social Studies.
VL  - 8
IS  - 2
ER  -

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Author Information

Ibrahim Abudulai

Department of Social Science, Gambaga College of Education, Gambaga, Ghana

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Ibrahim Abudulai. (2020). An Investigation into Senior High School Social Studies Teachers' Knowledge of the Problem Section in the Social Studies Syllabus: The Case of North-East Region of Ghana. International Journal of Secondary Education, 8(2), 27-35. https://doi.org/10.11648/j.ijsedu.20200802.12

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ACS Style

Ibrahim Abudulai. An Investigation into Senior High School Social Studies Teachers' Knowledge of the Problem Section in the Social Studies Syllabus: The Case of North-East Region of Ghana. Int. J. Second. Educ. 2020, 8(2), 27-35. doi: 10.11648/j.ijsedu.20200802.12

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AMA Style

Ibrahim Abudulai. An Investigation into Senior High School Social Studies Teachers' Knowledge of the Problem Section in the Social Studies Syllabus: The Case of North-East Region of Ghana. Int J Second Educ. 2020;8(2):27-35. doi: 10.11648/j.ijsedu.20200802.12

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@article{10.11648/j.ijsedu.20200802.12,
  author = {Ibrahim Abudulai},
  title = {An Investigation into Senior High School Social Studies Teachers' Knowledge of the Problem Section in the Social Studies Syllabus: The Case of North-East Region of Ghana},
  journal = {International Journal of Secondary Education},
  volume = {8},
  number = {2},
  pages = {27-35},
  doi = {10.11648/j.ijsedu.20200802.12},
  url = {https://doi.org/10.11648/j.ijsedu.20200802.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20200802.12},
  abstract = {The current Senior High School Social Studies syllabus has a section on the problem for each topic to be studied presents for the teacher. Knowledge of this problem section of the syllabus has a positive impact on teachers' effectiveness in their lesson delivery; thus, the call on teachers to take this section seriously in their classroom practices. But there is little sign that teachers in the North-East Region of Ghana have taken this call. This study investigated the knowledge of Social Studies teachers of the North-East Region of Ghana of this section of the syllabus and how they used it as a guide for the teaching of the subject. A sample of fifty-four (54) teachers was selected for the study using the simple random, cluster and convenient sampling techniques to select the respondents for the study. As a qualitative study, an open-ended interview guide and observational guide were designed to elicit information from the respondents. Data from the interview was transcribed, grouped, analyzed and discussed on themes that emerged. The study focused on the teachers’ knowledge of the problem section of the Senior High School Social Studies syllabus and how this informed their selection of objectives, content, instructional techniques, materials, and evaluation of the subject. The study revealed among other things that: teachers’ knowledge of the problem section in the syllabus and their reciprocal relationship with other components of the syllabus fall short of the expectation of effective Social Studies teachers, especially trained to teach the subject. Observation of teaching sessions revealed that lessons were taught without teachers explaining the problems of the units to leaners. Based on the findings of the study, it is recommended that Ministry of Education (MoE) through Ghana Education Service (GES) should organize regular in-service training such as seminars, workshops for Social Studies teachers to update their pedagogical skills in the subject; on-campus and off-campus teaching practices in the Universities should be intensified by allowing in-field lecturers to supervise and train the teacher-trainees to ensure effective teaching of Social Studies.},
 year = {2020}
}

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TY  - JOUR
T1  - An Investigation into Senior High School Social Studies Teachers' Knowledge of the Problem Section in the Social Studies Syllabus: The Case of North-East Region of Ghana
AU  - Ibrahim Abudulai
Y1  - 2020/05/27
PY  - 2020
N1  - https://doi.org/10.11648/j.ijsedu.20200802.12
DO  - 10.11648/j.ijsedu.20200802.12
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 27
EP  - 35
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20200802.12
AB  - The current Senior High School Social Studies syllabus has a section on the problem for each topic to be studied presents for the teacher. Knowledge of this problem section of the syllabus has a positive impact on teachers' effectiveness in their lesson delivery; thus, the call on teachers to take this section seriously in their classroom practices. But there is little sign that teachers in the North-East Region of Ghana have taken this call. This study investigated the knowledge of Social Studies teachers of the North-East Region of Ghana of this section of the syllabus and how they used it as a guide for the teaching of the subject. A sample of fifty-four (54) teachers was selected for the study using the simple random, cluster and convenient sampling techniques to select the respondents for the study. As a qualitative study, an open-ended interview guide and observational guide were designed to elicit information from the respondents. Data from the interview was transcribed, grouped, analyzed and discussed on themes that emerged. The study focused on the teachers’ knowledge of the problem section of the Senior High School Social Studies syllabus and how this informed their selection of objectives, content, instructional techniques, materials, and evaluation of the subject. The study revealed among other things that: teachers’ knowledge of the problem section in the syllabus and their reciprocal relationship with other components of the syllabus fall short of the expectation of effective Social Studies teachers, especially trained to teach the subject. Observation of teaching sessions revealed that lessons were taught without teachers explaining the problems of the units to leaners. Based on the findings of the study, it is recommended that Ministry of Education (MoE) through Ghana Education Service (GES) should organize regular in-service training such as seminars, workshops for Social Studies teachers to update their pedagogical skills in the subject; on-campus and off-campus teaching practices in the Universities should be intensified by allowing in-field lecturers to supervise and train the teacher-trainees to ensure effective teaching of Social Studies.
VL  - 8
IS  - 2
ER  -

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