@Article{crph334,
AUTHOR = {Appau, Bright Korankye and Osman, Shani and Asuah, Mark Gyan and Kyeremeh, Emmanuel and Boateng, Dorothy Akuffo},
TITLE = {Social Studies Teachers’ Competence in Assessing Learning Outcomes in Affective Domain},
JOURNAL = {Current Research in Public Health},
VOLUME = {2},
YEAR = {2022},
NUMBER = {2},
PAGES = {70-84},
URL = {https://www.scipublications.com/journal/index.php/UJSSH/article/view/334},
ISSN = {2831-5162},
DOI = {10.31586/ujssh.2022.334},
ABSTRACT = {The main purpose of this study was to examine Social Studies teachers’ competence in teaching and assessing learning outcomes in affective domain in senior high schools in the Aowin Municipality in Western North Region in Ghana. A quantitative approach was used in this study as it allowed the researchers to carry out an objective analysis and generate factual knowledge through measurement. The survey design was used for the study. The study population constituted Social Studies teachers in the 40 Junior High Schools in the Aowin Municipality of the Western North Region of Ghana. Simple random and convenient sampling techniques were used to select the schools and respondents for the study. The simple random sampling was used to select 20 schools to participate in the study. This was to provide an equal opportunity for each school to participate in the study. From these selected schools, a convenience sampling technique was used in selecting forty (40) teachers (two from each school in the Aowin Municipality where Social Studies is offered as a core subject. The main instrument used for the study was structured questionnaire. Descriptive statistics in the form of percentages was used to analysis the data in this study. The study concluded that Social Studies teachers hardly teach and assess directly in the affective outcome, hence the affective domain is neglected in the teaching and learning of the subject. It is recommended that the universities and other training institutions should strengthen the teaching on the use of the techniques for assessing the affective domain. In-service training courses should also be organised regularly for social studies teachers on the use of the techniques for the assessment of affective domain.},
}

%0 Journal Article
%A Appau, Bright Korankye
%A Osman, Shani
%A Asuah, Mark Gyan
%A Kyeremeh, Emmanuel
%A Boateng, Dorothy Akuffo
%D 2022
%J Current Research in Public Health

%@ 2831-5162
%V 2
%N 2
%P 70-84

%T Social Studies Teachers’ Competence in Assessing Learning Outcomes in Affective Domain
%M doi:10.31586/ujssh.2022.334
%U https://www.scipublications.com/journal/index.php/UJSSH/article/view/334

TY  - JOUR
AU  - Appau, Bright Korankye
AU  - Osman, Shani
AU  - Asuah, Mark Gyan
AU  - Kyeremeh, Emmanuel
AU  - Boateng, Dorothy Akuffo
TI  - Social Studies Teachers’ Competence in Assessing Learning Outcomes in Affective Domain
T2  - Current Research in Public Health
PY  - 2022
VL  - 2
IS  - 2
SN  - 2831-5162
SP  - 70
EP  - 84
UR  - https://www.scipublications.com/journal/index.php/UJSSH/article/view/334
AB  - The main purpose of this study was to examine Social Studies teachers’ competence in teaching and assessing learning outcomes in affective domain in senior high schools in the Aowin Municipality in Western North Region in Ghana. A quantitative approach was used in this study as it allowed the researchers to carry out an objective analysis and generate factual knowledge through measurement. The survey design was used for the study. The study population constituted Social Studies teachers in the 40 Junior High Schools in the Aowin Municipality of the Western North Region of Ghana. Simple random and convenient sampling techniques were used to select the schools and respondents for the study. The simple random sampling was used to select 20 schools to participate in the study. This was to provide an equal opportunity for each school to participate in the study. From these selected schools, a convenience sampling technique was used in selecting forty (40) teachers (two from each school in the Aowin Municipality where Social Studies is offered as a core subject. The main instrument used for the study was structured questionnaire. Descriptive statistics in the form of percentages was used to analysis the data in this study. The study concluded that Social Studies teachers hardly teach and assess directly in the affective outcome, hence the affective domain is neglected in the teaching and learning of the subject. It is recommended that the universities and other training institutions should strengthen the teaching on the use of the techniques for assessing the affective domain. In-service training courses should also be organised regularly for social studies teachers on the use of the techniques for the assessment of affective domain.
DO  - Social Studies Teachers’ Competence in Assessing Learning Outcomes in Affective Domain
TI  - 10.31586/ujssh.2022.334
ER  -