Abstract:
Chief Examiners‘ WASSCE annual reports on Social Studies largely attribute
candidates‘ abysmal performance to lack of knowledge of the subject matter and
inability to establish the nexus between concepts as well as inadequate preparation.
Consequently, candidates‘ performance in the subject are comparatively low to what
is regarded as the norms of Standard Performance. Hence, the main objective of this
study was to assess school-based drivers influencing teaching and learning of Social
Studies in the SHSs in the Akuapem South and Akuapem North Districts of the
Eastern Region. The study adopted school-based cross-sectional survey using
descriptive correlational research design. Data was collected from 261 final year
students from five SHSs and 33 social studies teachers using structured questionnaire.
Data was analysed using SPSS Version 24. Descriptive statistics (mean, SD) was
conducted to summarise the data and t-test was applied to establish if there is a
statistically significant difference in the views of students and teachers on the schoolbased
drivers and effective teaching and learning of social studies. The study revealed
that the key school-based drivers influencing the teaching and learning of social
studies in the districts relate to classroom environment; lack of management supports
in terms of resource provision for practical lessons, lack of supportive physical
environment such as large class size = 32.881, mean difference = 6.2422, p<0.05)-
thus preventing teachers from engaging students in practical work and individualising
their assignments (t-statistics=37.563, mean difference= 3.0920, p<0.05); and teachers
inability to use diagnostics assessment tools to unraveled students difficulties and
support them. The conclusion is that, the key drivers influencing effective teaching
and learning of social studies are school-based and policy driven. The study therefore
recommends that the government should support the teaching of the subject through
provision of adequate resources. Again, the student-teacher ratio should be reduced.
Description:
A thesis in the Department of Social Studies, Faculty of Social Science, 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) in the University of Education, Winneba
NOVEMBER, 2020