@Article{crph337,
AUTHOR = {Appau, Bright Korankye and Andoh, Sophia and Adjei, Eric Kofi and Boateng, George and Fynn, Sebastian and Osman, Shani},
TITLE = {Teachers Knowledge in Integrating Affective Domain in Teaching and Learning of Social Studies},
JOURNAL = {Current Research in Public Health},
VOLUME = {2},
YEAR = {2022},
NUMBER = {2},
PAGES = {85-92},
URL = {https://www.scipublications.com/journal/index.php/UJSSH/article/view/337},
ISSN = {2831-5162},
DOI = {10.31586/ujssh.2022.337},
ABSTRACT = {The purpose of the study was to assess teachers’ knowledge in integrating affective domain in teaching and learning of Social Studies lessons in the junior high schools in Aowin Municipality. A quantitative approach and survey research design used 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 sample the respondents of the study. The sampling technique was to ensure the representativeness of the sample. The study used structured questionnaires to collect the data. Descriptive statistics in the form of percentages was used in this study. SPSS was used to analyse the data. The study concluded that the Social Studies teachers have some level of knowledge of the principles of developing affective test items. The study also indicated that Social Studies teachers in the study area can define affective objectives in behavioural terms and have some level of knowledge of the principles of developing affective test items, they do not teach the affective domain. It is recommended that, Coordinators for junior high schools and the headmasters (academic) should ensure that affective objectives are inculcated in the general lesson objectives of Social Studies teachers. Intensive in-service training should be ran for Social Studies teachers to equip them on the formulation of affective objectives. It is also recommended that in service training should be organised by the education directorate in the municipality to train teachers in the teaching of lessons involving the affective domain.  The headmasters, as well as the coordinators for junior high schools, should monitor whether teacher’s qualification reflect in the teaching of the social studies lessons that involve the affective domain.},
}

%0 Journal Article
%A Appau, Bright Korankye
%A Andoh, Sophia
%A Adjei, Eric Kofi
%A Boateng, George
%A Fynn, Sebastian
%A Osman, Shani
%D 2022
%J Current Research in Public Health

%@ 2831-5162
%V 2
%N 2
%P 85-92

%T Teachers Knowledge in Integrating Affective Domain in Teaching and Learning of Social Studies
%M doi:10.31586/ujssh.2022.337
%U https://www.scipublications.com/journal/index.php/UJSSH/article/view/337

TY  - JOUR
AU  - Appau, Bright Korankye
AU  - Andoh, Sophia
AU  - Adjei, Eric Kofi
AU  - Boateng, George
AU  - Fynn, Sebastian
AU  - Osman, Shani
TI  - Teachers Knowledge in Integrating Affective Domain in Teaching and Learning of Social Studies
T2  - Current Research in Public Health
PY  - 2022
VL  - 2
IS  - 2
SN  - 2831-5162
SP  - 85
EP  - 92
UR  - https://www.scipublications.com/journal/index.php/UJSSH/article/view/337
AB  - The purpose of the study was to assess teachers’ knowledge in integrating affective domain in teaching and learning of Social Studies lessons in the junior high schools in Aowin Municipality. A quantitative approach and survey research design used 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 sample the respondents of the study. The sampling technique was to ensure the representativeness of the sample. The study used structured questionnaires to collect the data. Descriptive statistics in the form of percentages was used in this study. SPSS was used to analyse the data. The study concluded that the Social Studies teachers have some level of knowledge of the principles of developing affective test items. The study also indicated that Social Studies teachers in the study area can define affective objectives in behavioural terms and have some level of knowledge of the principles of developing affective test items, they do not teach the affective domain. It is recommended that, Coordinators for junior high schools and the headmasters (academic) should ensure that affective objectives are inculcated in the general lesson objectives of Social Studies teachers. Intensive in-service training should be ran for Social Studies teachers to equip them on the formulation of affective objectives. It is also recommended that in service training should be organised by the education directorate in the municipality to train teachers in the teaching of lessons involving the affective domain.  The headmasters, as well as the coordinators for junior high schools, should monitor whether teacher’s qualification reflect in the teaching of the social studies lessons that involve the affective domain.
DO  - Teachers Knowledge in Integrating Affective Domain in Teaching and Learning of Social Studies
TI  - 10.31586/ujssh.2022.337
ER  -