| Peer-Reviewed

An Appraisal of Senior High School Teachers’ Knowledge of the Objectives and the Integrated Approach of Social Studies in the Kumasi Metropolis

Received: 19 August 2022     Accepted: 5 September 2022     Published: 19 September 2022
Views:       Downloads:
Abstract

The integrated curriculum has been identified as one of the most effective approaches for the attainment of Social Studies objectives. The attainment of the objectives of Social Studies to a large extent depends on teachers' knowledge and practical application of wide instructional techniques and methods that enable learners to acquire values and attitudes needed to contribute to their societies. This study was therefore, to appraise Social Studies teachers’ in the Kumasi Metropolis in the Ashanti Region of Ghana knowledge of the objectives and the integrated approach as a method of teaching Social Studies. A case study design with qualitative methodology was adopted for the study. A sample size of twenty (20) Social Studies teachers was purposively sampled. The data were gathered using an interview guide. Thematic analysis was used to analyze the data qualitatively. The results of the study indicated that in most cases, Social Studies teachers in Senior High Schools understand the integrated approach as a method of teaching Social Studies and as a multidisciplinary approach. The study recommended that regular in-service training on new methodologies, assessment techniques, and approaches such as the integrated approach should be organized for Social Studies teachers to keep them abreast of modern approaches for the fulfillment of learners’ and societal needs. It also recommended that only trained Social Studies teachers should be allowed to teach Social Studies in Senior High Schools.

Published in Teacher Education and Curriculum Studies (Volume 7, Issue 3)
DOI 10.11648/j.tecs.20220703.15
Page(s) 102-108
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Integrated Approach, Instructional Resources, Teaching Methods, Teaching Techniques

References
[1] Kiroglu, K. (2013). Is my teacher democratic? Eurasian Journal of Educational Research. Vol. 50 127-142.
[2] Ozturk, K. (2007). Social Studies: An interdiscipline glance to community life. Ankara: pegem a yanyincilik.
[3] Drake, S. M. & Reid. J. L. (2018). Integrated Curriculum as an Effective way to Teach 21st-century capabilities. Asia Pacific Journal of Educational Research. Vol. 1 (1) 31-50.
[4] Kankam, B. & Atta-Kwenin, I. (2015). Development of Social Studies in Ghana and Africa. Takoradi: Adjumakoman Printing Press.
[5] Mackantiani, C. T., Musembi, N. J. & Gakunga, D. K. (2018). Learning achievement: Illusions of teacher-centered approaches in primary schools in Kenya. Journal of Education Practice, Vol. 9 (18) 46-54.
[6] Abudulai, I. (2020). An Examination of Senior High School Social Studies Teachers’ Instructional Practices in the West Mamprusi Municipality. Open Access Library Journal, 7. https://doi.org/10.4236/oalib.1106186.
[7] Ayaaba, D. A. & Odumah, L. K. (2013). Skills and techniques of teaching social studies (2nd ed.). Accra: Salt and Light Publications.
[8] Cobbina, P. B. & Amoah, C. (2011). Slum improvement in the Kumasi metropolis, Ghana: A review of approaches and results. Journal of sustainable development in Africa, Vol. 13 (8) 150-170.
[9] Tamakloe, E. K., Amedahe, F. K. & Atta, E. T. (2005). Principles and methods of teaching. Accra: Ghana University Press.
[10] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
[11] Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging Perspective on Learning, Teaching, and Technology.
[12] Adam, M., Odumah, L. K., & Ngaaso, C. K. (2018). Skills, methods, and techniques of teaching Social Studies. Accra: BM Studios Ltd. (Whitespace Gh.).
[13] Zhou, M. & Brown, D. (2015). Educational Learning Theories: 2nd Edition. Education Open Textbooks. 1.
[14] Aggarwal, J. C. (2002). Teaching of Social Studies: A practical approach. New Delhi: PVT Vikas Publishing House.
[15] Blege, W. (2001). Social Studies: Theory and practice. Accra: Wallyblege Publications.
[16] Oluniyi, O. (2013). Curriculum Integration in Social Studies as Predictor of Academic Performance in Social Sciences. Journal of Education and Practice. Vol. 4 (7) 25-30.
[17] Chernus, K. & Fowler, D. (2010). Integrated Curriculum: Lessons for adult education from career and technical Education. National Institute for Literacy. Washington DC.
[18] Catterall, J. S., Dumais, S. A., and Hampden-Thompson, G. (2012). The arts and achievement in at-risk youth: Findings from four longitudinal studies. Washington DC. National Endowment for the Arts.
[19] Goldschmidt, P. & Jung, H. (2010). Evaluation of seeds of science/roots of reading: effective tools for developing literacy through science in the early grade (PDF). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation Graduate School of Education and Information Sciences, University of California, Los Angeles.
[20] Guthries, J. T., Klauda, S. L., and Ho, A. N. (2013). Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents. Reading Research Quarterly, 48 (1), 9-26.
[21] Drake, S. M. & Reid. J. L. (2010). Integrated Curriculum: Increasing relevance while maintaining accountability -what works? Research into practice. Toronto: Ontario University.
[22] Smithrim, K., & Upitis, R. (2005). Learning through the arts: Lessons of engagement. Canadian Journal of Education, Vol. 28 (1/2), 109–127.
[23] Drake, S. M. & Burns, R. C. (2004). Meeting standards through integrated curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.
[24] Eshun, I., Bordoh, A., Kofie, S., Kwarteng, P. & Bassaw, K. T. (2015). Social Studies teachers’ content knowledge in senior high school in the Secondi- Takoradi Metropolis in the Western Region Ghana. American Journal of Social Science Research, 1 (3), 169-177.
Cite This Article
  • APA Style

    Godfred Atta Adjei, Ibrahim Abudulai, Salifu Zibreal Sandawey, Najat Ahmed. (2022). An Appraisal of Senior High School Teachers’ Knowledge of the Objectives and the Integrated Approach of Social Studies in the Kumasi Metropolis. Teacher Education and Curriculum Studies, 7(3), 102-108. https://doi.org/10.11648/j.tecs.20220703.15

    Copy | Download

    ACS Style

    Godfred Atta Adjei; Ibrahim Abudulai; Salifu Zibreal Sandawey; Najat Ahmed. An Appraisal of Senior High School Teachers’ Knowledge of the Objectives and the Integrated Approach of Social Studies in the Kumasi Metropolis. Teach. Educ. Curric. Stud. 2022, 7(3), 102-108. doi: 10.11648/j.tecs.20220703.15

    Copy | Download

    AMA Style

    Godfred Atta Adjei, Ibrahim Abudulai, Salifu Zibreal Sandawey, Najat Ahmed. An Appraisal of Senior High School Teachers’ Knowledge of the Objectives and the Integrated Approach of Social Studies in the Kumasi Metropolis. Teach Educ Curric Stud. 2022;7(3):102-108. doi: 10.11648/j.tecs.20220703.15

    Copy | Download

  • @article{10.11648/j.tecs.20220703.15,
      author = {Godfred Atta Adjei and Ibrahim Abudulai and Salifu Zibreal Sandawey and Najat Ahmed},
      title = {An Appraisal of Senior High School Teachers’ Knowledge of the Objectives and the Integrated Approach of Social Studies in the Kumasi Metropolis},
      journal = {Teacher Education and Curriculum Studies},
      volume = {7},
      number = {3},
      pages = {102-108},
      doi = {10.11648/j.tecs.20220703.15},
      url = {https://doi.org/10.11648/j.tecs.20220703.15},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20220703.15},
      abstract = {The integrated curriculum has been identified as one of the most effective approaches for the attainment of Social Studies objectives. The attainment of the objectives of Social Studies to a large extent depends on teachers' knowledge and practical application of wide instructional techniques and methods that enable learners to acquire values and attitudes needed to contribute to their societies. This study was therefore, to appraise Social Studies teachers’ in the Kumasi Metropolis in the Ashanti Region of Ghana knowledge of the objectives and the integrated approach as a method of teaching Social Studies. A case study design with qualitative methodology was adopted for the study. A sample size of twenty (20) Social Studies teachers was purposively sampled. The data were gathered using an interview guide. Thematic analysis was used to analyze the data qualitatively. The results of the study indicated that in most cases, Social Studies teachers in Senior High Schools understand the integrated approach as a method of teaching Social Studies and as a multidisciplinary approach. The study recommended that regular in-service training on new methodologies, assessment techniques, and approaches such as the integrated approach should be organized for Social Studies teachers to keep them abreast of modern approaches for the fulfillment of learners’ and societal needs. It also recommended that only trained Social Studies teachers should be allowed to teach Social Studies in Senior High Schools.},
     year = {2022}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - An Appraisal of Senior High School Teachers’ Knowledge of the Objectives and the Integrated Approach of Social Studies in the Kumasi Metropolis
    AU  - Godfred Atta Adjei
    AU  - Ibrahim Abudulai
    AU  - Salifu Zibreal Sandawey
    AU  - Najat Ahmed
    Y1  - 2022/09/19
    PY  - 2022
    N1  - https://doi.org/10.11648/j.tecs.20220703.15
    DO  - 10.11648/j.tecs.20220703.15
    T2  - Teacher Education and Curriculum Studies
    JF  - Teacher Education and Curriculum Studies
    JO  - Teacher Education and Curriculum Studies
    SP  - 102
    EP  - 108
    PB  - Science Publishing Group
    SN  - 2575-4971
    UR  - https://doi.org/10.11648/j.tecs.20220703.15
    AB  - The integrated curriculum has been identified as one of the most effective approaches for the attainment of Social Studies objectives. The attainment of the objectives of Social Studies to a large extent depends on teachers' knowledge and practical application of wide instructional techniques and methods that enable learners to acquire values and attitudes needed to contribute to their societies. This study was therefore, to appraise Social Studies teachers’ in the Kumasi Metropolis in the Ashanti Region of Ghana knowledge of the objectives and the integrated approach as a method of teaching Social Studies. A case study design with qualitative methodology was adopted for the study. A sample size of twenty (20) Social Studies teachers was purposively sampled. The data were gathered using an interview guide. Thematic analysis was used to analyze the data qualitatively. The results of the study indicated that in most cases, Social Studies teachers in Senior High Schools understand the integrated approach as a method of teaching Social Studies and as a multidisciplinary approach. The study recommended that regular in-service training on new methodologies, assessment techniques, and approaches such as the integrated approach should be organized for Social Studies teachers to keep them abreast of modern approaches for the fulfillment of learners’ and societal needs. It also recommended that only trained Social Studies teachers should be allowed to teach Social Studies in Senior High Schools.
    VL  - 7
    IS  - 3
    ER  - 

    Copy | Download

Author Information
  • Department of Social Sciences, Barekese Senior High School, Barekese, Ghana

  • Department of Social Sciences, Gambaga College of Education, Gambaga, Ghana

  • Department of Education, Gambaga College of Education, Gambaga, Ghana

  • Department of Social Sciences, Gambaga College of Education, Gambaga, Ghana

  • Sections