The study objective was to assess the perceptions of Junior High School (JHS) Social Studies teachers in the Yilo Krobo Municipality of the Eastern Region of Ghana on teachers’ Pedagogical Content Knowledge (PCK). The study adopted Shulman's theory of Pedagogical Content Knowledge (PCK) as its theoretical framework. The philosophical approach upon which the study is hinged on is the ideology of interpretivism and positivism, in other words, pragmatism. The study used a mixed methodological approach as well as a descriptive survey design. A random sampling technique was used for the study. The study participants were JHS social studies teachers in Yilo-Krobo Municipality, Ghana. Eighty (80) out of the one hundred and two (102) representing 78.43% JHS Social Studies teachers were selected from the fifty-four JHSs in the Municipality. Both Questionnaire and interview guide were used for data collection. The survey data was analyzed using descriptive statistics and the interview data was analyzed using content analysis. The study indicated that at the heart of the PCK concept is the idea that 'deep knowledge' of content is essential for effective teaching and cannot be taken for granted; that it has a significant bearing on teaching and student learning, and that it is used as a cadre to define professional teaching knowledge. PCK also provides the uniquely necessary knowledge for the transformation of the different types of knowledge required for Social Studies teaching and evolves over time due to the progressive awareness of students' needs, while a wealth of content knowledge is imperative for the development of a comprehensive pedagogical content knowledge. The paper recommends that the Ghana Education Service (GES) should conduct regular in-service training for teachers on the enhancement of their PCK, to enable them select appropriate TLMs and pedagogical approaches that foster meaningful learning for students.Full article

This study adopted both qualitative and quantitative research approaches. The study population covered the house masters and mistresses, students, teachers, grounds prefect and WASH coordinators in the Assin Manso, Adankwaman, Nyankomasi Ahenkro, Assin Nsuta Agric Senior High Schools in the Assin South District. Simple random and purposive sampling techniques were employed to select respondents for the study. The sample size for the study was 216. Two hundred students (200) were selected from the four senior high schools in the District, that is, 50 students from each school, four (4) grounds prefects, one from each school, eight (8) house masters /mistresses, that is, two (2) from each school, and four (4) WASH coordinators one each from a school. The main tools used for the study were semi-structured questionnaires, interview guide and observation checklist. Data analysis was done using both quantitative and qualitative methods. Descriptive data were analysed qualitatively and emerging themes from the data were obtained and categorised and then interpreted through the interview guide with observation checklist digital data such as photographs were used to bring out some aspects of the schools’ surrounding. On the other hand, quantitative data were collected using questionnaire on the numbers of schools and WASH facilities, and analysed using SPSS. The study indicated that the failure of the school administration to maintain the WASH facilities will eventually lead to their breakdown, thus making it difficult for the students to use them. The study also revealed that the poor participation by the communities in the provision and maintenance of the WASH facilities stems from the fact they do not get any direct benefit from the schools. It is recommended that, in promoting WASH facilities in the schools, administrators must include maintenance of the facilities in their provision to ensure their long-term use, other than that the facilities will break down, and resources will have to be mobilized again to repair them or provide new ones. It is also recommended that, Rules and regulations concerning the use and maintenance of WASH facilities should be made by school administration and copies given to the students to guide them as they use the facilities.Full article

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.Full article

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.Full article

The purpose of the study was to examine Social Studies teachers’ knowledge in the implementation of Social Studies lessons in formative assessment practices in Asante Akim North Municipality in the Ashanti Region of Ghana. The study employed both descriptive and interpretative techniques. The population for the study consisted of all Social Studies teachers and students in the Senior High Schools in the Asante Akim North Municipality of the Ashanti Region. Purposive, convenient and simple random sampling techniques were used to select the schools, teachers and students for the study in all, seventeen (17) Social Studies teachers and fifty (50) students were selected from six (6) Senior High Schools. The main instrument for data collection observation, interview and focus group discussion. The study revealed that not lessons presented were in line with the general objective of the subject (Social Studies). This affected the students understanding of concepts in the subject in helping them to right wrong their decision making. The study also indicates that teaching and learning Social Studies should not be one-man affair, with the teacher doing all the talking and the students doing all the listening. It is recommended that Ghana Education Service should organise workshops and in-service training for Social Studies teachers at the Senior High School level on how to present and evaluate social Studies lessons in order to realise the goals and objectives envisaged for national development. It is also recommended that teachers who have the exposure of the subject and are equally qualified to teach it at the Senior High Schools but are found teaching at the basic level, should be allowed by the Ghana Education Service to teach the subjects at the Senior High School level. The Government of Ghana should make it a laid down policy for the recruitment of qualified Social Studies teachers to teach at the Senior High School (SHS) level for effective assessment in the classroom.Full article