Assessing the implementation of the 2021 social studies curriculum in Junior High Schools at the Nkoranza South Municipality

Abstract

The purpose of this study was to explore how Junior High School Social Studies teachers implement the new 2021 Standards-Based Social Studies programme in attainment of its expected learning outcomes. This study assessed the implementation of the 2021 Social Studies Curriculum in Junior High Schools at the Nkoranza South municipality. The philosophical position adopted was pragmatism, which emphasizes on the practical application of knowledge to achieve desired outcomes. Mixed method research approach was employed, with an explanatory sequential design, that explored the alignment between the curriculum and classroom practices. The study population consisted of 133 Social Studies teachers within the Nkoranza South Municipality. The sample size utilized was the entire population, employing a census and purposive sampling techniques. Data collection instruments included questionnaires, observation, and interview. Data analysis was conducted using SPSS for quantitative data and thematic analysis for qualitative data. Key findings from the study indicated that teachers demonstrated a moderate level of implementation of the new 2021 Social Studies Curriculum. There were huge challenges particularly with very limited instructional resources, inadequate professional development opportunities, and poor alignment between the curriculum and assessment methods. Based on the findings, it was therefore recommended that the Municipal Director of Education in collaboration with the School Improvement Support Officers (SISOs) as well as School Administrators (Headteachers) within the Nkoranza South Municipality should ensure continuous provision and improvement of instructional resources, provision of proper infrastructure, training programmes, ongoing support for instructors, and regular curriculum reviews be made to ensure alignment with assessment methods and instructional needs.