Abstract:
This research was conducted to explore Social Studies teachers’ use of the integrated
approach in their teaching in senior high schools in the Kumasi Metropolis. A case
study design with qualitative methodology was adopted for the study. A sample size of
20 was purposively sampled. The data was gathered using interview and observation
guide. Template analysis was used to analyse the data qualitatively. The results of the
study indicated that in most cases, Social Studies teachers in senior high schools did
not use the integrated approach in their instructional practice even though they had
knowledge on the definition of Social Studies and partly understood the integrated
approach. The study recommended that, regular in- service training on new
methodologies, assessment techniques and approaches such as the integrated approach
should be organised for Social Studies teachers to keep them abreast with modern
approaches for the fulfilment of learners’ and societal needs. In addition, only trained
Social Studies teachers should be allowed to teach Social Studies in SHSs.
Description:
A thesis in the Department of social studies,
Faculty of Social Sciences, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of
Master of Philosophy
(Social Studies)
in the University of Education, Winneba
JULY, 2019