Exploring teachers’ perspectives and use of attitudinal change instructions in social studies in Senior High Schools

Abstract

This study was conducted to explore how teachers understand and put into practice attitudinal change instruction within the context of Social Studies. The primary emphasis was on examining the congruence of teachers’ instructional practices with the objective of nurturing positive attitudes among students. Employing a qualitative case study approach, this research identified challenges and obstacles hindering the effective use of attitudinal change instructions in Social Studies education. The study utilized purposive sampling to select 15 participants who had studied Social Studies as a major field at the university level, possessed a minimum of two years of teaching experience in the subject, and were actively teaching Social Studies in participating schools. Data collection involved conducting 40-minute semi-structured interviews with 15 participants, along with 90-minute classroom observations for 7 of them. Thematic analysis was applied to the data, with a focus on identifying commonalities and disparities in participants' opinions. The findings revealed that 12 out of 15 participants exhibited a limited understanding of attitudinal change instruction and attitudinal learning. They also lacked the necessary pedagogical knowledge and practices required to effectively plan and deliver attitudinal learning within the Social Studies context. Notably, 11 participants did not prioritize attitudinal learning outcomes in Social Studies, primarily due to the educational system's emphasis on cognitive assessments, overlooking the affective and behavioral dimensions of learning. The study revealed recurring themes that shed light on key barriers to the implementation of attitudinal instructions in classrooms, including inadequate pedagogical knowledge and skills in attitudinal learning, students' negative perceptions of the subject, teachers' irresponsible behavior, limited comprehension of subject matter and its objectives. In light of these findings, it is recommended that comprehensive training programs be organized for in service teachers, with the active involvement of the Ministry of Education, the Curriculum Research and Development Division (CRDD), and the Ghana Education Service (GES). Furthermore, to better equip future educators for attitudinal learning instruction, it is advisable to integrate attitude change teaching into Social Studies education programs at universities and colleges of education. This study underscores the critical importance of aligning educational practices with the intended objectives of Social Studies. Placing attitude change at the core of instructional activities in the classroom is essential for the cultivation of responsible and engaged citizens who can contribute positively to society