Development of Social Studies and Its Challenges in Ghana: A Case Study of Bolgatanga Technical Institute in the Upper East Region of Ghana (Published)

The purpose of the study was to evaluate the development of Social Studies and its challenges at the Bolgatanga Technical Institute in the Upper Eat Region of Ghana. The descriptive survey research design was adopted for the study. The simple random sampling and purposive sampling techniques were used in selecting the respondents for the study. In all, 285 students were selected from the Bolgatanga Technical Institute. Quantitative research approach was used in collecting and organizing data. Questionnaire was the main tool used to collect data for the study. Data was analyzed using descriptive statistics in which percentages, frequencies and tables were used. The study adopted the theory of attitudinal formation that focused on motivational bases for learning. The findings revealed that favourable development of Social Studies in the Bolgatanga Technical Institute has roots in utilitarian, value-expressive, and knowledge motivational bases while the opposite lies in ego-defensive bases. Research further revealed that students perceived that Social Studies is good to be studied as it broadens their intellect by enabling them acquire a lot of ideas about their society and country as a whole. However, students’ attitude towards the subject is negative. It was found that some students do not attend social studies lessons while others attend classes but do not contribute in the lesson. It was also found that others hate their teachers because of how they teach the subject. As a result of students’ negative attitude towards the subject their level of participation was low. Based on the findings, it was concluded that the major school factors influencing students’ poor performance in Social Studies at the Bolgatanga Technical Institute emanated first, from the students’ negative attitude towards the learning of the subject and second, the low level of participation from the students. Based on the findings, it was recommended that School authorities and Social Studies teachers should sensitize students on the significance of Social Studies in the school curriculum. The findings and recommendations of this study will assist teachers and other stakeholders in Social Studies to know the current perceptions of students towards the teaching and learning of Social Studies at the Bolgatanga Technical Institute.

Keywords: Development, Social Studies, Teachers, negative attitudes, perceive

Influence of Teachers’ Gender and Age on the Integration of Computer Assisted Instruction in Teaching and Learning of Social Studies among Basic Schools in Tamale Metropolis (Published)

This study was conducted in Tamale Metropolis to explore the influence of teachers’ variables (gender and age) on the level of integration of Computer Assisted Instruction (CAI) in the teaching and learning of Social Studies. Three research questions and two hypothesis were formulated to guide the study. Quantitative research design was employed for the study. Data for the research was collected from 20 Junior High Schools randomly sampled from Tamale Metropolis using Krejcie & Morgan table for sample size determination. Data was collected by means of structured questionnaires administered to 60 Social Studies teachers from the 20 sampled schools. The questionnaire was designed with a 5-point Likert scale using closed ended questions. The questionnaire was pre-tested in a pilot study to guarantee its reliability using Cronbach’s Alpha coefficient formula. It yielded an alpha of .78 which was good and was applied for the study. Data was analyzed using descriptive and inferential statistics. Frequencies were used to analyze data on teachers’ perceptions on the integration of CAI, extent of integration and challenges encountered. Chi-square was used to test the hypothesis to determine whether there is a significant difference between male and female teachers and young and old teachers’ implementation of CAI in teaching and learning of Social Studies. The findings discovered most teachers have positive attitude towards the integration of CAI in teaching and learning of Social Studies. Some of the teachers also incorporate CAI into their Social Studies instructions. However, the Social Studies teachers encounter a number of challenges such as limited number of computers, lack of time, lack of technical support, lack of internet among others. It was also discovered that more male teachers use video and radio in their instructions than their females’ counterparts. Old teachers also integrate video and radio in their lessons than the younger ones. However, generally, there was no significant difference between old and young teachers’ application of CAI in Social Studies teaching and learning. Based on the findings, it has been recommended that there should be periodic training of teachers on how to incorporate CAI in their lessons, reform of teacher training curriculum to allow technology integration, and supplying of laptops to teachers and students to enable them effectively incorporate CAI in their lessons to improve students learning outcomes. Government of Ghana in partnership with private sector and NGOs should design and implement intervention to eliminate all barriers to integration of CAI in all schools.

Keywords: Computer Assisted Instruction, Computer Based Learning, Constructivist, Digital Literacy, Gender, Pedagogy, Policy, Social Studies, Teacher Professional Development, and Hypothesis.

Unmasking the Effectiveness of Computer Assisted Instruction in the Teaching and Learning of Social Studies in Cross River State College of Education Akamkpa, Cross River State, Nigeria (Published)

In this study, comparative analysis of Computer assisted instruction and traditional (lecture) method of teaching and learning Social Studies in College of Education Akamkpa, Cross River State was investigated. The objective of the study was to determine if there is a significant difference in the effects of the treatment and control groups as measured by the pretest and posttest. The population of the study was a class of Sixty (60) College students in Social Studies taught with the use of CAI and another class of Sixty (60) students taught with the use of the traditional (lecture) method. There was no sampling since the entire population was used. The research method used was quasi –experimental, non-equivalent control group design. The statistical tool was the t-test. The researchers made used of the CD-ROM prepared to serve as the teaching medium for the experimental group. A 10-item questionnaire was also used to seek the opinion of the students on the effectiveness of both teaching methods (CAI and traditional). The findings of the study revealed that the achievement posttest of the treatment group has higher estimated marginal values than the control group. The result of the study also showed that the combination of CAI and collaborative work improves teaching and learning. Despite the limitation of the study being conducted in one classroom, with one teacher and Sixty (60) students, the result cannot be generalized to other schools. Conclusively, it was recommended among others that teachers should attempt to be ICT complaint to enhance their chances of using CAI innovative in teaching Social Studies

Keywords: Academic Achievement, Computer Assisted Instruction, Lecture Method, Social Studies

Teacher-Trainees’ Varying Curriculum Conceptions of Social Studies in the Colleges of Education in Ghana (Review Completed - Accepted)

Researching on teacher-trainees’ varying curriculum conceptions of Social Studies in the Colleges of Education in Ghana has become necessary since the subject perceived as problem-oriented in the Junior High School (JHS) curriculum is taught mostly by diploma teachers from the country’s thirty-eight Colleges of Education.

The research methods chosen for this study are; both qualitative and quantitative (mixed method). The study revealed that the varying conceptions through time and space indicated that Social Studies is seen as a subject introduced solely to right the wrong in society, and its teaching and learning must be centred on issues and how problems are solved to unearth youth with positive attitude building skills and behavioural change. It was recommended that Citizenship, political, moral and peace education should be taught under the framework of Social Studies programme, and these perspectives must be well framed and properly imparted by teachers

Keywords: Citizenship Education, Conceptions, Education, Social Studies