Abstract:
The study was a case study that employed cross-sectional survey to examine the
implementation challenges of the Senior High School history curriculum in Upper
Denkyira East Municipality and Upper Denkyira West District. The study sought to
answer the following research questions: (i) How do SHS students perceive History
subjects in the study area? (ii) How clear are History teachers about the components of
the SHSHC in the study area? (iii) What are the academic and professional qualifications
of History teachers in the study area? (iv)What kinds of support are given towards the
implementation of the SHSHC in the selected schools in the study area? (v) What are the
implementation challenges of the SHSHC in the selected schools in the study area? A
sequential mixed method approach was employed for the study with questionnaires and
interviews as the main instruments for data collection. Census technique and Purposive
sampling were employed for the study to select one hundred and seventy-five (175)
respondents comprising students, teachers, heads of department and head of institutions.
Analysis of data of students and history teachers was based on descriptive statistics with
emphasis on mean and standard deviation. Also, qualitative data from Heads of
institutions and departments were analyzed according to themes and verbatim quotation
of responses of respondents. The study revealed that students perceived history as
understandable and abstract in nature. The study identified that lack of or low in-service
training and workshop for history teachers, inadequate funding, non-involvement of
teachers in decision making and planning of the history programmes and insufficient
instructional period affect the implementation of history Curriculum at the SHS level. It
was therefore recommended that teaching of History should be made more practical than
theoretical.
Description:
A Thesis in the Department of Educational Leadership, Faculty of Education and
Communication Sciences, submitted to the school of Graduate Studies, University of
Education, Winneba, in partial fulfillment for the award of Master of Philosophy
(Educational Leadership) degree