Integration and Usage of ICT by Social Studies Teachers in Teaching in Junior High Schools in the Gomoa West District of Ghana (Published)
The study focused on Social Studies teachers’ knowledge and usage of ICT in teaching Social Studies in Junior High Schools in the Gomoa West District of the Central Region of Ghana. The study was hinged on Technology Acceptance Model and used concurrent triangulation design within the mixed method approach. Census sampling was used to select all the 77 Social Studies teachers and convenience sampling was used to select 5 Social Studies teachers (3 male and 2 female) for the study. The study used questionnaire, semi-structured interviews and non-participant observations as instruments to collect the data. Descriptive statistics such as frequency and percentages were used to analyze the quantitative data and qualitative data were analyzed thematically. The study’s findings showed that greater number of the JHS Social Studies teachers possess knowledge in ICT, have good perception about ICT integration in teaching Social Studies and are willing to use ICT in teaching. However, only few of the teachers integrated ICT in teaching the subject. This was as a result of inadequate computers and other ICT tools, lack of electricity in schools and some of the Social Studies teachers’ wrong perception about ICT integration in teaching Social Studies. It is recommended that Social Studies teachers be given regular in-service training; be provided with computers and other ICT tools by the Gomoa West District Education Office. Head teachers, Circuit Supervisors should encourage, motivate and supervise Social Studies teachers to integrate ICT in teaching Social Studies.
Assessment of Teaching and Learning Activities of Basic Design and Technology in Selected Junior High Schools in Ashanti Region (Published)
A cursory study indicated that there were challenges in the acquisition of practical skills in the Basic Design and Technology (BDT) programme offered in the Junior High Schools. No study was found to have been done regarding the actual challenges in skills acquisition in the programme. This case study therefore fills the gap and purposefully focuses on the teaching strategies employed by the BDT teachers and the learning outcomes of pupils, among other related issues. The study examines the teaching strategies of teachers, considering the limited facilities available, and how they affect pupils’ acquisition of practical skills and competence. The qualitative research method was used for the study which sought to find out criteria used for the selection of BDT Options, the state of logistics for running the programme and the processes for teaching and learning. The purposive and simple random sampling techniques were used to sample 322 pupils and 13 teachers from four Junior High Schools (JHS) selected from the Ashanti Region. Using interview and observation to solicit data, the analysis revealed that due to inadequacy of human and material resources, teaching and learning of the BDT subjects were not effective. Moreover, little or no practicals were done. Thus, majority of the pupils in the study area graduate from the Junior High School with no practical skills and experience. Implications of the findings are discussed highlighting the importance of using proper teaching and learning approaches, providing qualified teachers, funds, studio/workshop facilities and teaching and learning materials for effective delivery and learning of BDT.