Effective Teaching of Social Studies Concepts in Basic Schools in Ghana

Bordoh, Anthony; Nyantakyi, Francis; Otoo, Alexander Kingsford; Boakyewa, Abena; Eshun, Philip Owusu-Ansah Isaac

doi:10.31586/ujssh.2021.095

Cited by 8 publications

(9 citation statements)

References 3 publications

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“…This implies that the more a teacher conceives assessment as improving teaching and learning, the more the teacher believed that assessment ensures students, teachers and schools are accountable. Effective teachers use a repertoire of teaching models and assessment strategies depending upon their situations and the goals and objectives they wish to attain [4,5]. Instruction would be viewed as incomplete if it is not assessed [5,6].…”

Section: Introductionmentioning

confidence: 99%

Technological, Pedagogical Content Knowledge (TPACK) of Teachers and Their Formative assessment practices in Social Studies Lessons in The Junior High Schools in Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana

Bordoh

Eshun

Ibrahim³

et al. 2022

UJSSH

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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.

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Section: Introductionmentioning

confidence: 99%

Technological, Pedagogical Content Knowledge (TPACK) of Teachers and Their Formative assessment practices in Social Studies Lessons in The Junior High Schools in Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana

Bordoh

Eshun

Ibrahim³

et al. 2022

UJSSH

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“…It is the objective of every lesson that form the basis for the selection of content, teaching and learning activities and resources that would help bring about effective teaching and learning. This therefore means that effective teaching of Social Studies requires teachers to exhibit certain behaviours and practices which are relevant for the attainment of the goals and objectives of Social Studies Education [13,27,28]. Responses gathered from the respondents during the interviews confirmed the goals and objective of Social Studies on how their lessons were taught.…”

mentioning

confidence: 95%

Evaluation of Social Studies Nature, Goals, and Objectives: Teachers Knowledge in Lesson Presentations

Boadu

Tetteh-Osei

Appiah

et al. 2022

OJER

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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.

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“…This calls for teachers to be well knowledgeable in social studies, content, profile dimensions and the ideal assessment practices to be employed in the teaching and learning. Also, Bordoh et al indicated the importance of effective teaching of social studies concepts in basic schools in Ghana [8]. Teachers knowledge in social studies concepts and profile demension will help facilitate effective classroom teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

Formative Assessment Conceptions and Practices of Junior High School Social Studies Teachers in the Techiman Municipality of Ghana

Ochour¹,

Opoku-Afriyie

Eshun

2022

UJSSH

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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.

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Effective Teaching of Social Studies Concepts in Basic Schools in Ghana

Cited by 8 publications

References 3 publications

Technological, Pedagogical Content Knowledge (TPACK) of Teachers and Their Formative assessment practices in Social Studies Lessons in The Junior High Schools in Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana

Technological, Pedagogical Content Knowledge (TPACK) of Teachers and Their Formative assessment practices in Social Studies Lessons in The Junior High Schools in Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana

Evaluation of Social Studies Nature, Goals, and Objectives: Teachers Knowledge in Lesson Presentations

Formative Assessment Conceptions and Practices of Junior High School Social Studies Teachers in the Techiman Municipality of Ghana

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