Abstract:
This current study acknowledges efforts made by experts and educators in the field of
Social Studies to find out the reasons behind why the subject has been marginalized
over the years. These experts have made recommendations over the years, which
highlights the need for stakeholders support for the subject if it is to achieve its goals
and objects. Gaps were identified in the attempts made over the years by experts in the
field. Empirical literature revealed that, most studies conducted in the past mostly used
teachers and students as their main participants in conducting their study. In bridging
some of these gaps, this study added different strands of stakeholders, which included
Headmasters, Parents and Social Studies teachers as participants of the study to
explore the perception of stakeholders on the marginalization of Social Studies
education in Senior High Schools within the Accra Metropolis. The study sought to
achieve four main objectives. Out of the Objectives. A qualitative approach was
employed in this study with a case study being used as a design. The main population
for the study were stakeholders, i.e. Head teachers, Social Studies teachers, Parents.
The convenient and snowball non-purposive sampling technique were employed in
sampling 15 participants. A census of schools within the Accra Metropolis was used.
Semi-structured Interview guides were the main instrument used to collect data from
the 15participants selected for the study. Findings from data collected revealed that,
stakeholders conceptualize Social Studies differently. Some see the subject as
citizenship education whereas others also understand the subject to be a combination
of subjects in the social sciences (Amalgamation of the social sciences).This study
also revealed that, Social Studies is as important as Science, Technology, English
and Mathematics. Findings further revealed that, although stakeholders see Social
Studies as important they perceive that, the subject lack the needed attention and
respect in spite of its importance. Finally, it was revealed in this study that, effective
teaching of the subject and encouragement of students by stakeholders might change
negative perceptions about the subject.
Description:
A thesis in the Department of Social Studies Education,
Faculty of Social Sciences Education, 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 Education)
in the University of Education, Winneba.
SEPTEMBER, 2021