Knowledge and Perception of Senior High School Social Studies Teachers on the Teaching and Learning for Nation Building (Published)
It is impervious to note that the main goal of Social Studies has been mentioned as citizenship education which involves preparing citizens for active participation nation building. However, it appears Social Studies teachers give little attention to the inculcation of the spirit of nation building in their students. The purpose of this study therefore was to determine whether SHS Social Studies teachers in Ghana have knowledge of and do teach towards Nation Building as a process of fostering unity in their classrooms and in society at large. The study adopted descriptive survey design. A total of 260 Social Studies teachers were selected from Senior High Schools in the Eastern Region for the study. The data collected was analysed using descriptive statistics (means and standard deviations) and inferential statistics (independent samples t-test and Pearson Product Moment Correlation-PPMC. The study found that most Senior High School Social Studies teachers have positive knowledge about Nation Building. It was further concluded that, most Senior High School Social Studies teachers in the Eastern Region have positive perception about practices of Nation Building. It was recommended that to maintain effective teaching and learning of nation building as an integral part of the Social Studies content, policy makers should come out with guidelines that will guide teachers’ classroom pedagogy towards achieving the former.
Citation: Eric Koomson and Isaac Eshun (2021) Knowledge and Perception of Senior High School Social Studies Teachers on the Teaching and Learning for Nation Building, British Journal of Education, Vol. 9, Issue 9, pp.1-18
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.