Problems militating against the implementation of social studies curriculum in Senior High Schools in Kwahu East District, Ghana

Abstract

The study investigated the curriculum implementation challenges of Senior High School Social Studies in Ghana with specific references to senior high schools in the Kwahu East District in the Eastern Region. The study used descriptive survey design because of its relevance to the study. Proportionate sampling technique was used to select 196 students from five senior high schools in the Kwahu East District in the Eastern Region and 24 teachers were also census sampled from the five schools for the study. Two sets of questionnaires were used to collect data from both students and teachers. The data collected were analysed using descriptive statistics in a form of frequencies, percentages and means with their respective standard deviations. The results of the study indicate that a large number of teachers were academically competent to teach social studies. However, teaching was mostly classroom-centred as there was little opportunity for inquiry and fieldwork activities. The teachers agreed that curriculum implementation is a worthwhile process and an indispensable tool for students’ instruction and achievements in senior high schools. But the teaching and implementation of social studies curriculum was hindered by inadequate instructional materials and in-service training and the deployment of lecture and discussion methods. It is recommended that schools should be provided with required teaching learning materials to make teaching more concrete. Also periodic in-service training in the form of workshops and seminars should be organised for teachers to upgrade their knowledge in the pedagogy of social studies.