This study investigated the pedagogical implications of out-of-field teaching in Social Studies. The Out-of-field Social Studies teachers could encounter several challenges in their preparation and the implementation of the integrated Social Studies curriculum. This study sought the lived experiences of the out-of-field teachers concerning the causes of out-of-field teaching in social studies, problems encountered by the out-of-field teachers and the mechanisms they employ to cope with the teaching of Social Studies. The study chose the qualitative phenomenological research design. Data were collected from all the 17 out-of-field Social Studies teachers through in-depth structured interview. Data were transcribed and analysed, through the inductive thematic analysis approach, unveiling of themes and concepts from the narratives of the research participants. The study revealed that out-of-field teaching in Social Studies occurs as a result of teacher shortage in integrated social studies programme. It is also caused by the perception that any teacher could teach Social Studies irrespective of the teachers’ qualification. Out-of-field teacher encounter problems such as inadequate content and pedagogical knowledge, lack of classroom managerial techniques and inability to deliver lessons through the integrated approach. Engaging in professional development courses, peer coaching, in-service training and workshops were some of the mechanisms employed by out-of-field teachers to cope with the teaching of Social Studies. The pedagogical implications of this phenomenon are that when teaching the Social Studies, the out-of-field teachers place more emphasis on aspects of the Social Studies curriculum where they have much knowledge and skip or put less emphasis on other aspects they lack in-depth knowledge, thus, the integrated approach to teaching Social Studies is not adopted effectively by out-of-field teachers. This waters down the content of Social Studies at the Senior High School level. Addressing the problem of out-of-field teaching in Social Studies requires training and recruiting more teachers who have background training and experience in the integrated approach to the teaching of Social Studies.

Qualitatively, the study adopted a case research design. The population of this study comprised the last batch of Diploma in Basic Education (DBE) and the current first-year students of the new programme (Bachelor in Basic Education) of Mount Mary College of Education. Simple random and stratified sampling techniques were used to select 15 long essays from the final year, while 30 assignments were chosen from the first year. Nine (9) long essays from the English language, five (5) essays from Social Studies and one (1) essay from Mathematics. The main tools used for the study were students' assignment items and copies of long essays. Through an interpretative lens, the data were analysed into themes. The data and the analysis largely showed that students employed different kinds of modal verbs in their writing, including complete and periphrastic modal verbs. There was evidence that students have used these modal verbs in different ways that sometimes affected the intended meaning. These inappropriate choices are evident in both written texts and oral presentations. Findings showed that students employed modal verbs indiscriminately with little attention to contexts. It would be recommended that language teachers deal with the issue by giving written feedback on the use of modal verbs to students in their texts anytime they are given assignments.

Access to and the availability of digital infrastructure remains the most significant issue influencing teachers' use of multimedia technology in teaching and learning processes. Qualitatively, the study focused on a case study research design. The study population consisted of five (5) Social Studies teachers at Presbyterian University College of Education Demonstration Junior High School in the Akuapem North Municipality of the Eastern Region of Ghana. A purposive sampling technique was used to select all the Social Studies teachers for the study. The main instruments for data collection were an interview guide and observation protocols. The data was analysed using the interpretative method based on the themes arrived at during the data collection. The themes were related to the research question and interpreted on the number of issues raised by participants. The study indicated that more resources are needed to use multimedia resources effectively in social studies instruction. Limited access to computers and the internet, unreliable power supply, time constraints for teachers, and a lack of necessary competencies all contribute to this challenge. Although multimedia has become crucial to education, teachers often need more training to utilise these resources fully. The government must collaborate with other organisations to procure ICT resources to address these challenges rather than shouldering the sole responsibility for financing education. Establishing a school-based ICT policy framework to guide technology implementation in teaching and learning is essential.

This study aimed to evaluate the Social Studies Curriculum for Senior High Schools in Ghana to determine whether the subject has attained its goal(s) or not, using Stake’s Countenance Evaluation Model. The study took place in the Asante Akim North District. The population for study were all Social Studies teachers and students in the district. The multi-stage sampling technique was adopted for the study and the sample size was 120, made up of 100 students and 20 teachers. The concurrent mixed method approach was adopted. The main instruments used for collecting data were questionnaires, interviews (focus group and unstructured interview), observation and documentary analysis. Quantitative data were tabulated, organised, analysed and interpreted to draw sound conclusions and generalisations. The data were presented in the form of tables and percentages. Words were used to interpret the tables and percentages for easy understanding. The qualitative data responses were described and explained in the form of themes. Sometimes responses were quoted verbatim to authenticate claims made. The study looked at the congruence between what was intended to occur and what was observed before and during the implementation of the curriculum in the Asante Akim North District. On the transactions, it was revealed that teachers in the district communicate the problem the topic seeks to address and the specific objectives to the learners during instruction. Also, teachers varied their teaching methods, techniques and strategies. However, teachers failed to take students out on field trips. Also, they failed to use video documentaries to deliver their lessons inhibiting students’ creativity as they are denied the opportunity to explore and get first-hand information to build up knowledge and develop the needed attitudes and values. From the findings, it is therefore recommended that the National Council for Curriculum and Assessment should increase the time allotted to the teaching of Social Studies at the SHS level from 3-periods of 40 minutes a week to 5-periods of 40 minutes a week to give teachers and learners ample time to discuss, debate, digest and solve problems during instructional hours to enable the goal of the subject attained.

The purpose of this study was to examine the challenges affecting the teaching and learning of Social Studies in the Colleges of Education in the Ashanti Region. Qualitatively, the study adopted a case study research design. The population of the study comprised fifteen (15) Social Studies teachers in the Ashanti region of Ghana. A purposive sampling technique was used to select the colleges and Social Studies teachers. The main instrument for data collection was an unstructured open-ended interview guide. Four criteria proposed by Lincoln and Guba in 1985 used to measure the trustworthiness of data collected are credibility, transferability, dependability and confirmability. Data obtained from the study were subjected to thematic analysis using themes developed from the data collected based on the research question. The findings of this study indicate that adequate textbooks, availability of teaching and learning materials such as projectors, the ability of tutors to engage in research, and the ability to vary teaching techniques are some factors that affect the teaching and learning of Social Studies in Colleges of Education. Students can remember a greater percentage of what was taught when techniques used by teachers are in their interest. It is recommended that T-TEL and Universities to which Colleges of Education are affiliated should continue to provide seminars and sessions to tutors in areas of material, resource development and research. This will continue to ensure that tutors are competent in their field of specialization. It is also recommended that the government should conduct a nationwide programme evaluation exercise on Social Studies to identify the loopholes needed to ensure the effectiveness of the subject.

Qualitatively, the study focused constructivist research paradigm. A case study research design was adopted for the study. The study population comprised all six (6) Social Studies teachers, the headmaster and the School Improvement Support Officer (SISO). Purposive and convenient sampling techniques were used to select the participants for the study. The main instrument for data collection was a semi-structured interview guide and observation protocol. The data were analysed using the interpretative technique based on the themes arrived at during the data collection from the semi-structured interview. The study revealed that multimedia usage is a quality enhancer in educational settings for teaching Social Studies concepts. It also indicated that teachers perceived their incompetence when using technology as they feel less in control of their classes and are unlikely to explore new possibilities that utilise technology when planning their lessons. They learn the theoretical aspect and practice and perceive the teacher’s role in the classroom changes from an instructor to a facilitator, which changes the teaching method to student-centred (constructive methodology) which aids content absorption by the learner through learning by doing. The study also indicated that teachers perceived their incompetence when using technology as they felt less in control of their classes and were unlikely to explore new possibilities that utilised technology when planning their lessons. It is recommended that the Ministry of Education and National Teaching Council collaborate with Ghana Education Service to set up Social Studies training centres in all the district capitals equipped with competent staff to periodically organise in-service training for teachers to build their capacity on how to pedagogically incorporate multimedia resources in their instructions to improve students learning outcomes.

The purpose of this study was to examine the challenges and management supports in teaching and learning of Social Studies in Public Senior High Schools in Akuapem South and North Districts in the Eastern Region of Ghana. Quantitatively, the study adopted a cross-sectional survey using a descriptive correlational research design to assess Challenges and Management Supports Teaching and Learning of Social Studies in Public Senior High Schools of Ghana. The population of the study comprised social studies teachers and students in the Akuapem South and Akuapem North Districts of the Eastern Region of Ghana. Purpose and probabilistic sampling procedures were used to select senior high schools, teachers and students for the study. The main instrument for data collection was a structured questionnaire (SQ). Data was collected from 261 final year students from five Senior High Schools and 33 Social Studies teachers using structured questionnaire. Data was analysed using SPSS Version 24. Descriptive statistics (mean, SD) was conducted to summarise the data and t-test was applied to establish if there is a statistically significant difference in the perceptions of students and teachers on the school-based drivers and effective teaching and learning of social studies. The results of the study revealed that the key school-based drivers influencing the teaching and learning of social studies in the two districts relate to classroom environment; lack of management supports in terms of resource provision for practical lessons, lack of supportive physical environment such as large class size (t = 32.881, mean difference = 6.2422, p<0.05)- thus preventing teachers from engaging students in practical work and individualising their assignments (t-statistics=37.563, mean difference= 3.0920, p<0.05); and teachers inability to use diagnostics assessment tools to unraveled students difficulties and support them. The conclusion is that, the key drivers influencing effective teaching and learning of social studies are school-based and policy driven. The study therefore recommends that the government should support the teaching of Social Studies through provision of adequate resources to help teachers improve their output. Again, the student-teacher ratio should be reduced.

The purpose of this study was to examine teachers’ knowledge base in community resources used in assessing Social Studies concepts in the University of Education Practice Junior High School (JHS), Winneba. The case study design was employed as the study's qualitative methodology. The population comprised two Social Studies teachers in the University Practice JHS, Winneba. Purposive and convenient sampling techniques were used to select the teachers and school for the study. The main instrument for data collection was the interview guide. The two teachers were interviewed because they were in a position to give all the relevant information required for the research. They were also readily available at the time of the research. The study revealed that even though the Social Studies teachers were aware of community resources, they did not involve them often in their lesson delivery. However, in the only case where a teacher took the learners round the school compound to look at the various types of rocks, the learners were excited and willing to learn. The assessment results also showed that almost all learners, both low and high achievers had high scores. Evidence from the inquiry also shows that teachers used only traditional forms of assessment in Social Studies. Teachers give multiple choice and essay type of assessment items to learners. Teachers did not involve community resources in the assessment of Social Studies concepts because of challenges like inadequate time allocated for the teaching of the subject, financial constraints, bureaucratic processes involved in obtaining permission and the need to meet the requirements of external examinations. It is recommended that the Ghana Education Service (GES) should design appropriate policies to ensure that provision is made in the school academic calendar for field trips and community resource engagement for Social Studies education. Social Studies teachers should also be trained on the full range of assessment techniques suggested in the 2012 syllabus. Emphasis should be laid on authentic/alternate assessment practices. At the school level, heads of Social Studies department should organise periodic in-service training for the teachers to ensure that the curriculum, instruction and assessment practices are aligned to ensure that the subject attains its intended goals and outcomes.

Assessment is a vital aspect of curriculum practice. The study adopted explanatory mixed-method approach and sequential research design. The population for the study comprised all Social Studies teachers in Junior High Schools in the Ayensuano District. Convenient sampling techniques and census method were used to select the district, and all the one hundred and twenty-seven (127) teachers who teach Social Studies in the junior high schools in the district. The main instruments used for data collection and analysis were questionnaire and interview guide. The quantitative data was analysed both descriptive and inferential statistical tools. The qualitative data was transliterated and coded based on themes. Pre-set themes were used to generate the transcript (text) data based upon the research questions and discussed. The study concluded that authentic assessment practices by Social Studies teachers included the occasional guidance they give to their students about how to interpret topics and situations into relevant tasks with a clearly defined goal, and how to relate their knowledge in practical challenges. The study also revealed that refined essays, oral presentations, interviews, case study discussions, and live performances as authentic assessment strategies or tools Social Studies teachers used in assessing their students' learning outcomes in lessons. The study indicated that large class size, traditional assessment (examination) system, insufficient logistics and infrastructure, a paucity of funds to begin various activities and programs, a lack of motivation from school administrators, time constraints and difficulty in developing some authentic assessment tasks coupled with assessing some lessons using authentic assessment method are some of the criteria that influence the effectiveness of authentic assessment execution in teaching Social Studies courses. It is recommended that educational leaders should provide the resources to motivate Social Studies teachers to use authentic assessments for students’ learning in the classroom situation. It is also recommended that, Colleges of Education, Universities and National Teaching Council should organise professional development workshops and seminars to build the capacity of trained Social Studies teachers on the effective uses of authentic assessment practices.

The objective of this study was to assess the knowledge and training on Disaster Risk Reduction among Social Studies teachers’ trainees’ in the Selected Colleges of Education in Ghana. Embedded mixed method and a cross-sectional design was used for the study. The population of the study comprised Social Studies teacher trainees in St. Monicas, Berekum, Tamale, and John Bosco Colleges of Education. Homogenous purposive sampling technique was used to the four (4) Colleges of Education, convenient sampling technique was used to sample three hundred and nineteen (319) for the quantitative data while homogenous purposive sampling technique ten participants for the qualitative data. The main instrument used for data collection were close-ended questionnaire and interview guide. Legitimation process was adopted to ensure validity and reliability of the data collection instrument. The findings of the study revealed that Social Studies teacher trainees possessed low level of disaster risk reduction kits in their schools. The study also indicated that there was low level of extracurricular activities through which DRR knowledge could be impacted, such logistics should be provided by the various college authorities to help them mitigate disasters.. It is therefore recommended that clubs and Social Studies associations on disasters should be formed in the colleges by the college authorities. Discussions and programmes to be carried out in such associations will enable teacher trainees acquire the necessary knowledge and training needed for disaster risk reduction. It is also recommended that discussions should be tailored to reflect the types of risks and disasters which are not only common to all the colleges of education, but also peculiar to each of them.

The purpose of this study was to examine Mainstreaming Disaster Risk Reduction in the Curricular of Colleges of Education in Ghana. Mixed method approach and cross-sectional research design were employed in the study. Population of the study comprised all Social Studies teacher trainees, Principals and tutors of the Colleges of Education, officers of the Ghana Education Service and NADMO officials. Purposive sampling technique was used to select 319 Social Studies teacher trainees (99 students from St. Monicas, 67 from Berekum, 73 from Tamale and 80 from John Bosco) Eight (8 Social Studies tutors, four (4) principals, four (4) personnel from the human resource unit of GES of each district, and four (4) NADMO officials. The main instruments used for data collection were questionnaires and interview guide. The study revealed that the extent of the coverage of DRR issues in the curricula of the colleges of education was low. This development leads to a low level of usage of DRR kits and the organization of extracurricular activities on DRR for students. The study also concluded that both teacher trainees and the officials of the Ghana Education Service appreciate the low level of the coverage of DRR in the teaching curricula and the need to take pragmatic measures to address the gaps. It is recommended that, NaCCa, Universities mentoring the colleges of education in Ghana, the Ministry of Education, through the GES, should consider mainstreaming DRR in the curricula of the colleges of education by developing a full subject on DRR for students. This will give teacher trainees and the pupils they teach an in-depth knowledge about disasters and how they could be mitigated. Emphasis should also be placed on how teacher trainees will impact the knowledge to students through the use of logistics and field work.

The study investigated formative assessment conceptions and practices among the teachers of social studies in the Techiman Municipality of the Bono East Region of Ghana. The research was undertaken with the view of finding answers and making suggestions that could help improve the formative assessment practices specifically in social studies. A census was conducted in the eighty-four (84) public Junior High Schools in the Techiman Municipality in the Bono East Region. All the ninety-five (95) Social Studies teachers in the public Junior High Schools in the Municipality were selected for the study. A 50-item questionnaire including 2 open-ended questions was developed for the teachers. The data collected were analysed by using frequencies, percentages, mean and standard deviation. The study revealed that, the teachers had correct conception of formative assessment and saw its relevance in the classroom, however, their assessment practices were not formative enough. The teachers’ assessment practices were influenced by external factors. It is recommended that pressures such as demand for continuous assessment marks to grade students ought to be reduced to allow the teachers practice assessment as professionals.

The purpose of the study was to examine Colleges of Education students’ attitudes toward the teaching and learning of Social Studies in the Ashanti region. Quantitatively, descriptive survey research design was employed for the study to examine the attitudes of Colleges of Education students toward the teaching and learning of Social Studies in the Ashanti region. The population for the study comprised all the second year (form 2) Social Studies students from the four (4) selected Colleges of Education in the Ashanti Region. Purposive and simple random sampling techniques were used to select four (4) Colleges of Education (St. Louis, Wesley, St. Monica's and Offinso Colleges of Education), and two-hundred seventy-seven (277) second year Social Studies students for the study. The main instrument used for data collection was questionnaire. The quantitative data obtained was coded into Statistical Product for Service Solution (SPSS) (version 26.0) and analyzed using descriptive statistics involving tables, frequencies and percentages for each item. “Strongly Agree”, “Agree”, “Strongly Disagree”, “Disagree” were all used in the analysis for easy presentation and understanding. The study revealed that students were able to dedicate much time to studying the subject in order to acquire relevant knowledge, positive attitudes and skills as well as solve societal problems stems from their ability to have good perception of the subject. The study also concludes that varying techniques of teaching is a key factor in enabling students to develop keen interest in Social Studies. It arouses and sustain students’ interest in the subject, they must not neglect employing methods that are student-centered. It is recommended that teachers should vary their methods of teaching to focus more on the use of child-centered techniques of teaching. It is also recommended that, teaching universities and colleges of education should collaboration with Ministry of Education, T-TEL and other Non-governmental educational organizations to organise workshops, and seminars to help Social Studies teachers on the use of vary teaching techniques in evaluating students learning.

The purpose of the study was to assess teachers’ use of field trips in evaluating Social Studies lessons in Winneba Senior High School in Effutu Municipality in the Central Region of Ghana. Qualitatively, a case study research design was employed for the study. The population of this study comprised all the four (4) Social Studies teachers and Social Studies Association president in Winneba Senior High School. Convenient and purposive sampling techniques were used to select the municipality, Winneba Senior High School and Social Studies teachers and Social Studies Association president for the study. The main instrument for data collection was semi-structured interview guide. The data was analysed through the use of the interpretative method on the themes identified during the data collection. The study indicated that the use of field trips in the teaching and learning of Social Studies has the potential to influence the understanding levels of students and teachers. Therefore, field trips have the potential to help students and teachers to gain new knowledge that may not have been obtained through theoretical learning in the classroom. The study also revealed that organisation of field a trip has some challenges, such as, time as the main factor, financial problems, inadequate support from School Management, Parents and some teachers, nature of the curriculum, the behaviour of students outdoor were related to the research questions and interpreted on the number of issues raised by respondents. It is recommended that procedures for seeking permission be outlined by the Ghana Education Service to facilitate easy permission processes and to reduce the stress associated with seeking permission for organizing field trips for teachers and students in Senior High Schools. It is also recommended that students should be educated more and more by their Social Studies teachers on the importance of embarking on field trips to eliminate the lukewarm attitudes of some of the students. It is recommended that the Regional and District directors of education should ensure constant and effective supervision of teachers to encourage the use of field trips as a teaching strategy for the evaluate Social Studies lessons.

Abstract: The purpose of this study was to examine the perception of Junior High School learners in using flipped classroom model in learning Social Studies in Aowin Municipality in the western north region of Ghana. Qualitatively, descriptive survey design was used for this study. The population of the comprised junior high school students of Enchi Methodist School. Convenient and purposive sampling techniques were used to select both the school and fifty (50) respondents for the study. The main instrument used for data collection was questionnaire. The questionnaire was made up of four-point Likert closed-ended statements that required learners to tick, where appropriate, their responses. The data were analysed using the SPSS software package. The data was edited, coded and analysed into frequencies, percentages with interpretations. The study concluded that, Junior High School Social Studies learners have a generally positive perception regarding the use of the flipped classroom model to learn Social Studies. This implies that, students positively respond to the use of flipped classroom as a teaching method. Since learners have a general positive perception of the use of the flipped classroom, it is recommended that teachers use the flipped classroom as a teaching method while parents are also encouraged to provide their wards with the necessary support such as phones and data to facilitate students’ learning.

The purpose of the study was to evaluate of Social Studies Teachers Knowledge in Nature, Goals, and Objectives in the Lesson Presentations The study adopted qualitative research approach. Data were collected through the use of individual interviews, observation and focus group discussions for triangulation purposes. Purposive, convenient and simple random sampling techniques were used to select the schools, teachers for the study. In all, seventeen (17) Social Studies teachers were selected from six (6) Senior High Schools. The study revealed that teachers were grossly deficient about the goals of Social Studies. To improve this system, it is recommended that the researchers suggests that the highest priority should be given to the training and development of a new breed of educator who are vocationally competent and academically sound. This can be done by heads of institutions to allow teachers who specialise in their respective areas to teach those subject areas at the various levels of education particularly Social Studies at the High school level.

The purpose of the study was to examine technological pedagogical content knowledge of teachers and their formative assessment practices in Social Studies lessons in the Junior High Schools in the Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana. With a mixed method approach, the study adopted a descriptive survey research design. The population for the study included all Social Studies teachers at the public junior high schools in the in the Komenda Edina Eguafo Abirem Municipality. Purposive sampling technique was used to select all the seventy-four (74) public Junior High Schools and the Social Studies teachers for the study. The purposive sampling technique was used to sample the respondents because they constitute expert knowledge in the subject area and having the same characteristics. The two main instruments used to gather data for the study were questionnaire and observation. Data was analysed using descriptive and inferential statistics. The study indicated that the assessment practices of teachers during Social Studies lessons were on the average. There was disparity between theory and practice as far as the dictates of the profile dimensions are concerned. Teachers mostly assess the cognitive aspect of the child with little attention to the affective domain. The study also concluded that there was a significant positive relationship between TPACK of teachers and their formative assessment practices at 0.05 level of significance. It is recommended that Ministry of Education, National Teaching Council, Ghana Education Service should organize professional development workshop for teachers on their formative classroom assessment practices in Social Studies lessons. It is also recommended that, in order to ensure effective formative assessment practices, Ghana Education Service should collaborate with Colleges of Education and Universities training teachers to develop appropriate TPACK for teachers to improve on their formative assessment practices in the classroom.

The purpose of the study was to examine techniques and strategies use in assessing Social Studies concepts in the three senior high schools in Sefwi Wiawso Municipality in the Western North Region of Ghana. Qualitatively, the research design for this study was a Case study. The population for this study consisted of all ten (10) Social Studies teachers in three public Senior High Schools (Wiawso Senior High School, Wiawso Senior/Technical school, and Asawinso senior high school) in Sefwi Wiawso municipality in the Western North Region of Ghana. Purposive and convenient sampling techniques were used to select municipalities, schools, and Social Studies teachers for the study. The main instrument used for data collection was interview. The data were edited before being analyzed in themes and pattern. Being a case study design in qualitative research, the researcher read through the data several times so as to familiarize with the data, making notes, referring back to the research question, making decisions whether to focus on individual responses or on topics. The interview data were interpreted to articulate meaning, making decisions on whether to use direct quotes or the summary of respondents’ responses and reporting the data considering the interest of various audiences. The study revealed that teachers used various teaching techniques such as brainstorming, simulation, discovery-learning, role-play discussion, dramatization, problem-solving, and building a community implies that they believed in child-centered method of the teaching and learning of Social Studies. The study also concluded that Social Studies teachers use techniques and strategies like concept attainment, field trips, and debate co-operative learning in motivating and providing learners with the opportunity to interact with their own community or environment. It is recommended that Social Studies teachers should make effort either to go on field trips or make use of available experts that are in their communities by inviting them into the Social Studies classrooms to tap into their rich knowledge to enhance concept learning. It is also recommended that frequent seminars and periodic or regular in-service training should be organised by the Ghana Education Service to help Social Studies teachers to acquaint themselves with the modern teaching techniques and strategies that promote the teaching and learning of Social Studies concepts.

The purpose of the study was to examine the objectives and contents of Social Studies and its related challenges facing the Colleges of Education in Ghana The study adopted a quantitative research approach. The population comprises tutors and students of Social Studies in the three (3) Colleges of Education in the Central Region of Ghana. The purposive sampling technique was used to select the three Colleges of Education and twenty (20) Social Studies tutors. Krejcie and Morgan’s table was used to determine sample size two and forty-eight (248) students out of seven hundred (700) students. The main instrument for data collection was a questionnaire. The quantitative data entry and analysis were done using IBM SPSS Statistics software, version 22. Frequencies and percentages were used as statistical tools to analyse responses to all the research questions. The study revealed that students in the Colleges of Education of Ghana had had an understanding of the Social Studies programme in terms of objectives, content, and scope as well as the integrated nature of the subject and its usefulness in the resolution of social problems. . The study also indicated teachers who may not be well versed in specific topics in the subject and may either skip it or teach it anyhow. It is recommended that regular workshops and conferences be organised for Social Studies teachers of the Colleges of Education in order to update their knowledge on some topics especially current issues on the subject. It is also recommended that Social Studies teachers should be encouraged to engage the services of resource persons to support them teach unfamiliar or challenging topics to avoid polluting the pre-service teachers.

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.

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.

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.

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.

Knowledge of the content alone is no guarantee for effective teaching and learning, there is the need for teachers to demonstrate high level of technological and pedagogical power. The study examined the technological pedagogical content knowledge of Social Studies teachers’ in Junior High Schools in Aowin municipality in the Western North Region of Ghana. The descriptive survey design was used for the study. The population for the study included all Social Studies teachers in the public Junior High Schools in the Aowin Municipality. Simple random and purposive sampling techniques were used to select the Seventy-four (74) Junior High Schools and Seventy-four (74) the Social Studies teachers for the study. The main instrument for data collection was questionnaire. The study revealed that, teachers have adequate content knowledge to teach Social Studies but there are doubts as to whether their knowledge is current. The study also concluded that, teachers were not confident about their technological, pedagogical and content knowledge in Social Studies and this resulted in their negative attitude towards the integration of technology in classroom activities. It is recommended that, the Ghana Education Service should organize In-Service Training and refresher courses for teachers to keep them current and up-to-date their content knowledge in Social Studies. It is also recommended that, teachers should adopt positive attitudes towards learning and using technology in their day-to-day activities.

The purpose of the study was to examine the perceptions and effective implementation of peace education in Senior High Schools in Ekumfi District in the Central Region of Ghana. The study was underpinned by the Integrative Theory of Peace Education (ITPE) [1]. The study adopted the mixed methods approach where the exploratory sequential mixed method design was employed. The convenience and stratified random sampling techniques were used to select 20 and 350 participants for the qualitative and quantitative stages of the study respectively. Semi-structured interview guide and questionnaire were the main tools used to collect data for the study. The qualitative data were analyzed through the thematic approach with the help of NVivo 12 Plus while the quantitative data were analyzed using descriptive statistics like mean, frequency, and standard deviation with the aid of SPSS version 20. The study indicated that peace education in the schools is relevant in mentoring students who would be advocates of peace in their respective communities, preparing future leaders who are required to uphold peace and espouse peaceful attributes in their dealings with the publics as well as championing the path of national development. The study also revealed that teachers needed to be trained on the principles, knowledge, and skills required to effectively deliver peace education in the schools. The point is made that when these challenges are tackled, it will pave the way for the smooth implementation of peace education in the schools. It is recommended that peace education should be accorded the needed importance in the school curriculum. It is also recommended that the management of the schools should design and implement co-curricular programmes that are tailored towards the delivery of peace education to the students. It is further recommended that the National Council for Curriculum and Assessment (NaCCA) of the Ghana Education Service should incorporate peace education as a topic in the Social Studies curriculum as part of the curriculum reforms for the Senior High Schools in Ghana.

The purpose of this study was to examine the challenges faced by School Improvement Support Officers, Headmasters and teachers during the instructional supervision of Social Studies lessons in the public basic junior high schools in the Aowin Municipality of the Western North Region of Ghana. The study adopted sequential explanatory research design. The population of the study included School Improvement Support Officers (SISOs), Headteachers and teachers of selected from Junior High Schools in Aowin Municipality of the Western North Region of Ghana. Purposive sampling technique was used to select ten (10) SISOs and sixty (60) Headteachers in the Aowin Municipality. Stratified, simple random and quota sampling technique was used to select one hundred and twenty (120) teachers for the study. The two main instruments used for data collection were questionnaire and interview guide. The quantitative data entry and analysis was done by using the SPSS version 22 software package. The data was edited, coded and analysed into frequencies, percentages with interpretations. The qualitative data was analysed by the use of the interpretative method. The study revealed that headteachers and School Improvement Support Officers (SISOs) faced challenges such as ; Poor road networks which affected planned supervision; Inability of district directorate to promptly, firmly and fairly acts upon reports from instructional supervision activities from supervisors; Lack of logistics for regular supervision; Insufficient up-to-date knowledge and skills for organizing instructional supervision; and Financial constraints. To overcome the challenges and poor supervisory techniques by headteachers and SISOs, it is recommended that these personnel should be oriented on modern trends in instructional supervision, provided with adequate and sufficient materials for instructional supervision, sufficient funds provided for organizing instructional supervision, the municipal directorate should fairly and firmly implement reports on instructional supervision activities and there should be good motivation package for supervisors to enable them to effectively perform their duties.

The purpose of this study was to examine the effects of Subject Conception and Efficacy Beliefs on the Teaching Effectiveness of Social Studies teachers. The study focused on how teachers’ conception of Social Studies affect their sense of efficacy and ultimately their teaching effectiveness. The study adopted a non-experimental descriptive design to achieve its objective. The population for the study comprised of fifty-two (52) JHS Social Studies teachers. In this study the accessible population was the same as the target population. All the fifty-two (52) teachers teaching Social Studies in the Tano South district were used for the study. Purposive sampling technique was used to sample the respondents for the study. The data for the study was collected using the observation guide, questionnaire and teacher sense of efficacy scale adapted from Tschannen-Moran and Hoy, (2001). Mean, percentages, ranges and correlation were used to analyse the data using SPSS. The findings of the study showed that majority of the Social Studies teachers conceived the subject as citizenship education. Teachers’ also rated their sense of efficacy very high. However, the study revealed that most of the Social Studies teachers teaching effectiveness was low. The low teaching effectiveness would affect the realisation of the objectives of Social Studies. Also, there exist low correlation between teacher efficacy and teaching effectiveness as well as subject conception and teaching effectiveness. The correlation between teacher efficacy and effectiveness was weak and as such it is recommended that there should be a concerted effort to update and upgrade teachers’ knowledge with strong pedagogical skills and better understanding of the task of the Social Studies teacher through workshops and short courses.

The study focused Effective teaching of Social Studies Concepts in Basic Schools in Ghana. The study adopted the descriptive survey design using quantitative approach. The population for the study consisted of all Social Studies teachers in the Junior High Schools (JHS) in the Tano South District. There were fifty-two Social Studies teachers at the JHS level in the district. Non-probability sampling technique (purposive and convenient sampling techniques) was used for the study. Purposive sampling technique was used to select all the fifty-two teachers and forty-one schools in the Tano South District. While the district was conveniently sampled for this study. The main instrument used to gather data was observation guide. The data gathered was analysed using the Statistical Product using Service Solutions (SPSS). The study concluded that, in respect to the teaching effectiveness of Social Studies teachers, the general performance in all the thematic areas assessed indicate that, Social Studies teachers are not at their optimum best in terms of planning and preparation, instructional skills, classroom management, communication skills and assessment skills. It is therefore recommended that, the Ministry of Education through the Ghana Education Service (GES) in collaboration with all the teacher training institutions training Social Studies teachers should fashion out teacher development programmes such as workshops and short courses for Social Studies teachers. In these programmes, the organisers must ensure that teachers have access to high quality content course work in Social Studies.