http://41.74.91.244:8080/handle/123456789/638 Sun, 12 Jul 2026 01:35:14 GMT 2026-07-12T01:35:14Z http://41.74.91.244:8080/handle/123456789/5400 Teacher parenting styles on student engagement and motivation Twum, A.H.A This study investigated how teacher-parenting styles influence student engagement and motivation in selected basic schools in Winneba, Ghana. Grounded in Baumrind’s Parenting Styles Theory and Self-Determination Theory, the study conceptualized teachers as key socializing agents whose patterns of warmth, control, responsiveness, and expectations shape learners’ behavioral, emotional, and cognitive investment in schooling. An explanatory sequential research design was adopted. The quantitative phase involved a descriptive survey of Junior High School students and teachers across four public and two private schools, generating data on the prevalence of authoritative, authoritarian, permissive, and neglectful teaching styles and their relationship with students’ motivation and engagement. The qualitative phase followed with semi-structured interviews that provided deeper insights into how these relational orientations were enacted in classrooms and experienced by learners. Findings revealed that authoritative teaching characterized by warmth, clear expectations, and autonomy support was the most consistently associated with high levels of behavioural participation, emotional connection, cognitive effort, and intrinsic motivation. Authoritarian and neglectful styles, common in resource-constrained classrooms, were linked to fear-based compliance, reduced enthusiasm, and lower self-regulated learning. Permissive styles generated emotional comfort but limited academic discipline. Contextual factors such as cultural norms of respect, class size, institutional policies, and teacher motivation also shaped teaching behaviours. The study concludes that teacher-parenting styles are significant determinants of engagement and motivation in Ghanaian basic schools. It recommends integrating relational pedagogy, emotional intelligence, and autonomy-supportive practices into teacher education and continuous professional development to foster more supportive and learner-centered classrooms. A dissertation submitted to the School of Graduate Studies, in partial fulfilment of the requirement for award of the degree Master of Education (Social Studies) Department of Social Studies Education, Faculty of Social Science Education, APRIL, 2026 Wed, 01 Apr 2026 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5400 2026-04-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5398 Students’ interests in the study of social studies -a case study of Junior High Schools within the New Juabeng North Municipality Gbenyo, M. This study examined students’ interest in Social Studies at the Junior High School (JHS) level in selected schools within the New Juaben North Municipality of Ghana. The study was motivated by concerns about declining student engagement in Social Studies despite ongoing curriculum reforms aimed at promoting critical thinking, civic competence, and practical life skills. The research adopted a positivist paradigm and employed a quantitative descriptive cross-sectional survey design. The target population comprised JHS students and Social Studies teachers in public and private schools within the municipality. Using Yamane’s sample size determination formula, 359 students and 112 teachers were selected through purposive and convenience sampling techniques. Data were collected using structured questionnaires designed to measure levels of student interest, identify topics that generate high interest, determine topics that pose teaching challenges, examine topics that present learning difficulties, and explore factors contributing to challenges in learning Social Studies. The collected data were analysed with descriptive and inferential statistics including frequencies, percentages, means, Relative Importance Index, One-Way Analysis of Variance, independent samples t-test, and Pearson correlation, using SPSS version 26. The findings indicated that topics such as adolescent reproductive health, independent Ghana, and socialisation generated high student interest, whereas the 1992 Constitution, tourism, and conflict prevention presented major teaching challenges. Students experienced notable learning difficulties with abstract civic and constitutional topics. The factors contributing to challenges included difficult concepts, language barriers, inadequate instructional resources, limited teaching time, and low relevance of subject. The study concluded that misalignment between curriculum expectations and classroom practices undermines student interest. A dissertation submitted to the school of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Education (Social Studies Education) DEPARTMENT OF SOCIAL STUDIES EDUCATION FACULTY OF SOCIAL SCIENCES EDUCATION UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2025 Sun, 01 Jun 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5398 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5393 Social studies teachers’ formative assessment practices in senior high schools in the Awutu-Senya West District of the Central Region of Ghana Fffum, A. This study investigated Social Studies teachers’ formative assessment practices in Senior High Schools within the Awutu-Senya West District. A qualitative research approach with an exploratory design was adopted. Ten Social Studies teachers were selected through non-probability sampling methods, specifically census and purposive techniques. Data were collected using interviews and observation guides, then analysed thematically. Findings revealed that teachers possessed basic theoretical conception of formative assessment and they rarely applied it during instruction. Most teachers did not adjust lessons after eliciting student responses, and only a few employed ongoing assessment strategies to monitor learner progress. The study further showed limited awareness and use of alternative formative assessment tools, with traditional methods dominating classroom practice. Challenges such as large class sizes, time constraints, examination-driven culture, and inadequate teaching resources hindered effective implementation. Based on these findings, the study recommended that teachers move beyond conceptual understanding to daily classroom application of formative assessment. Continuous, practical, and collaborative training, alongside reflective teaching practices, would help embed formative assessment into instruction. Teachers should also explore diverse assessment tools that foster learner engagement and deeper understanding of Social Studies concepts. Additionally, the Ghana Education Service and school authorities should regulate class sizes in line with national standards or provide extra teachers to reduce learner–teacher ratios. The NaCCA and school heads should allocate more instructional time to Social Studies, ensure adequate funding for teaching resources, and prioritise curriculum goals over high-stakes testing and certification. University of Education,Winneba http://ir.uew.edu.gh A thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Social Studies Education) Department of Social Studies Education Faculty of Liberal and Social Studies Education UNIVERSITY OF EDUCATION, WINNEBA FEBRUARY, 2026 Sun, 01 Feb 2026 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5393 2026-02-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5392 Social Studies teachers formative assessment practices in Senior High Schools in the Krachi East Municipality of Ghana Najombe, B.S. This study examines the formative assessment practices of Social Studies teachers in the Krachi East Municipality in the Oti Region of Ghana. The primary objective was to explore current formative assessment strategies, identify challenges faced in their implementation, and examine their implications on student learning objectives. Using a qualitative approach, data were collected through semi-structured interviews and observations involving nine teachers from three senior high schools, namely Asukawkaw Senior High, Oti Senior High/Tech, and Yabram Comm. Day School. The collected data were analysed thematically in line with the study’s objectives following Braun and Clarke’s six phases of thematic analysis. The findings from this study revealed that the Social Studies teachers employed a variety of formative assessment techniques, including quizzes, oral questioning, group discussions, and project-based assignments, to promote dynamic and interactive learning environment. Innovative strategies such as peer assessments and reflective activities were noted for enhancing students' critical thinking, collaboration, and communication skills. Despite these positive practices, several constraints were identified. Key issues included insufficient resources, large class sizes, and lack of professional development, which hindered the effective implementation of formative assessments. These limitations often resulted in a reliance on traditional methods and inconsistencies in the application of assessment strategies. The study concluded that while formative assessments significantly contribute to improving student engagement, understanding, and overall academic performance, addressing the challenges is important for maximising their potential. Recommendations include investing in educational technology, enhancing professional development, and allocating resources effectively could better support the adoption of innovative assessment strategies and align with national educational goals, ultimately enhancing the quality of education and preparing students for real-world challenges. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Social Studies) Department of Social Studies, Faculty of Social Sciences Education SEPTEMBER, 2024 Sun, 01 Sep 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5392 2024-09-01T00:00:00Z