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THE ATTITUDE OF STUDENTS TOWARDS THE LEARNING OF SOCIAL STUDIES

AND THEIR PERFORMANCE; THE CASE OF ACCRA METROPOLITAN ASSEMBLY
IN THE GREATER ACCRA REGION OF GHANA

Thesis · December 2019

DOI: 10.13140/RG.2.2.28042.41924

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 UNIVERSITY OF EDUCATION, WINNEBA

INSTITUTE FOR DISTANCE AND E-LEARNING

THE ATTITUDE OF STUDENTS TOWARDS THE LEARNING OF

SOCIAL STUDIES AND THEIR PERFORMANCE; THE CASE OF

ACCRA METROPOLITAN ASSEMBLY IN THE GREATER ACCRA

REGION OF GHANA

RONALD OSEI MENSAH

2019

1  
 
 
 UNIVERSITY OF EDUCATION, WINNEBA

INSTITUTE FOR DISTANCE AND E-LEARNING

THE ATTITUDE OF STUDENTS TOWARDS THE LEARNING OF

SOCIAL STUDIES AND THEIR PERFORMANCE; THE CASE OF

ACCRA METROPOLITAN ASSEMBLY IN THE GREATER ACCRA

REGION OF GHANA

BY

RONALD OSEI MENSAH

6180450149

A DISSERTATION IN THE CENTRE FOR DISTANCE EDUCATION,

INSTITUTE FOR DISTANCE AND E-LEARNING, SUBMITTED TO
THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF
EDUCATION, WINNEBA, IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF A POST-GRADUATE
DIPLOMA IN EDUCATION

DECEMBER, 2019

 
 2  
 
 DECLARATION

Student’s Declaration

I, Ronald Osei Mensah, declare that this dissertation, with the exception of

quotations and references contained in published works which have all been

identified and duly acknowledged, is entirely my own original work, and it has not

been submitted, either in part or whole, for another degree elsewhere.

SIGNATURE: ………………………………………

DATE: ………………………………………………

Supervisor’s Declaration

I hereby declare that the preparation and presentation of this work was supervised

in accordance with the guidelines for supervision of project work as laid down by

the University of Education, Winneba

NAME OF SUPERVISOR: PEARL BABAH

SIGNATURE: ……………………………………………………….

DATE: ……………………………………………………………….

ii  
 
 ABSTRACT

This study sought to examine students’ attitude towards learning of Social Studies

and their performance in the Accra Metropolitan Assembly in the Greater Accra

Region of Ghana. It investigated the factors that affect students’ attitude towards

Social Studies and assessed how students’ attitude towards Social Studies could be

improved. A sample of 72 teachers was used. Methodologically, the study adopted

the simple random sampling technique and purposive sampling technique.

Questionnaire was used as the main data collection instrument. Kohler’s theory of

insight learning served as the theoretical basis for this study. The quantitative data

was analyzed using Statistical Package for Social Sciences (SPSS) version 23.0.

whereas the qualitative data was transcribed appropriately. It was found that

students in the Accra Metropolitan Assembly performed averagely in Social

Studies. They also have positive attitudes towards studying Social Studies. Factors

found to affect students’ attitude towards Social Studies include; teachers not

showing interest in teaching controversial issues, teachers’ inability to give needed

assistance to students, teachers’ inability to use different teaching methods in

teaching Social Studies classes, inadequate teaching and learning materials and

inability of Social Studies teachers to employ resource persons in times of

difficulty. It is therefore recommended that Ghana Education Service should recruit

professional teachers to teach Social Studies in Senior High schools. This will help

the students to improve more with the right knowledge in Social Studies.

iii  
 
 ACKNOWLEDGEMENTS

First of all, I give thanks to Almighty God for how far He has brought me. I am

very grateful to God for being my source of wisdom, inspiration, knowledge and

power during my entire studies at University of Education, Winneba. My profound

gratitude goes to my supervisor Madam Pearl Babah who meticulously supervised

this work. I render an inexhaustible thank you to her.

My heartfelt gratitude also goes to all lecturers with the University of Education,

Winneba who taught me during the course of the programme. They deserve great

thanks.

Finally, I say a big thank you to all my respondents without them this work will not

be a reality. All friends, especially, my PGDE 2019 batch and study group mates,

who gave me the mandate to lead them and share in both academic and social

experiences, I say a big thank you to all. I would like to extend my deepest

appreciation to my lovely wife, children and family especially my mother Yaa

Asantewaa who in diverse ways supported me to make this work a reality. I am

grateful and say God bless you all.

iv  
 
 DEDICATION
To my lovely wife Mrs. Lawrencia Osei Mensah and my children Nhyira and

Nyameye Asantewaa

v  
 
 TABLE OF CONTENTS
                         Page
DECLARATION ii

ABSTRACT iii

ACKNOWLEDGEMENTS iv

DEDICATION v

TABLE OF CONTENTS vi

LIST OF TABLES x

CHAPTER ONE:INTRODUCTION 1

1.1 Background to the Study 1

1.2 Statement of the Problem 4

1.3 Objectives of the Study 5

1.4 Research Questions 6

1.5 Significance of the Study 6

1.6 Delimitation of the Study 7

1.7 Limitations of the Study 7

1.8 Organisation of the Study 7

CHAPTER TWO: REVIEW OF RELATED LITERATURE 9

2.1 Historical Overview of Social Studies as a Subject 9

2.2 Theoretical Framework 13

2.2.1 The Concept of Learning 13

2.3 Perspectives on the Nature of the Social Studies Curriculum 15

2.3.1 Meaning of Social Studies 16

2.3.2 The Scope of Social Studies 20

vi  
 
2.3.3 Goals and Objectives of Social Studies 24

2.3.4 Objectives of Social Studies 27

2.4 Development of attitude towards Social Studies 31

2.5 The Concept of Teaching 34

2.6 Motivation to Teaching and Learning Processes 35

2.7 Teaching Methodology 37

2.8 Selection of Teaching Methods 38

2.9 Methods and Strategies Used in Teaching Social Studies 39

2.9.1 Lecture Method 40

2.9.2 Discussion 41

2.9.3 Role Playing 42

2.9.4 Simulation 43

2.9.5 Team Teaching 44

2.9.6 The Project Method 46

2.9.7 Fieldwork 47

2.9.8 Inquiry Method 49

2.9.9 Resource Persons 49

2.10 Related Research 50

CHAPTER THREE: METHODOLOGY 54

3.0 Introduction 54

3.1 Research Design 54

3.2 Population 55

3.4 Data Collection Instruments 56

vii  
 
3.5 Validity and reliability of instruments 57

3.6 Data Collection Procedure 57

3.7 Ethical Considerations 58

3.8 Data Analysis Plan 58

CHAPTER FOUR: FINDINGS AND DISCUSSIONS 59

4.0 Introduction 59

4.1 Analysis of the questionnaire 59

4.1.1 Background Information of the Respondents 59

4.1.3. Research Question 1: What is the attitude of students in the Accra

Metropolitan Assembly towards Social Studies 62

4.1.4 Research Question 2: What are the factors affecting students’ attitude

towards Social Studies 66

4.1.5 Research Question 3: How can students’ attitude towards Social Studies

be improved 70

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS 75

5.0 Introduction 75

5.1 Summary 75

5.2 Key Findings 76

5.3 Conclusions 77

5.4 Recommendations 77

5.5 Areas for Further Studies 78

REFERENCES 79

viii  
 
APPENDIX A 93

ix  
 
 LIST OF TABLES
Table Page

1 Number of Social Studies Teachers in Second Cycle Schools in the

Accra Metropolitan   56  

2 Demographic Information of the Respondents   60  

3 Attitude of Students towards Social Studies   63  

4 Factors That Affect Students’ Attitude towards Social Studies   67  

5 Improving Students’ Attitude towards Social Studies   71  

x  
 
 CHAPTER ONE

INTRODUCTION
1.1 Background to the Study

The overall goal of the Ministry of Education is to provide relevant and quality

education for all Ghanaians, including the disadvantaged, to enable them acquire

skills which will make them functionally literate and productive. This helps to

facilitate poverty alleviation and promote the rapid socio-economic growth of the

country (Ministry of Education, 2012).

Preparing students for the 21st century cannot be accomplished without a strong

and sustaining emphasis on Social Studies (Ministry of Education 2012). Social

Studies provide the skills that are the key to opening doors for a more diverse,

competitive workforce and responsible citizenry. Students use critical thinking,

self-assessment, reasoning, problem-solving, collaboration, research, and

investigation to make connections in new and innovative ways as they progress

through Social Studies education. These standards outline the knowledge and skills

needed to help young people develop the ability to make informed and reasoned

decisions for the public good as citizens of a culturally diverse, democratic society

in an interdependent world (Shulman, 1986).

The National Council for Social Studies divides Social Studies objectives into four

categories: knowledge, skills, values, and participation (Barr, 1977). These four

categories of the learning of Social Studies are also addressed in the objectives

declared by the Ghana Education Service for both elementary schools and senior

high schools (Ghana Education Service, 2007). Each of these categories provide
1  
 
the basis of curriculum development for senior high schools in Ghana. Ghana’s

Ministry of Education state that Social Studies at the senior high school level is

concerned with equipping the students with an integrated body of knowledge, skills

and attitudes that will help the student develop a broader perspective of Ghana and

the world. The subject probes the past and provides knowledge for the students to

understand his or her society and be able to solve personal and societal problems.

The subject has been divided into three sections each of which focus on the

environment, government and stability, social and economic development

(Ministry of Education, 2007).

Social Studies curriculum is based on key concepts such as democracy, justice,

rights and responsibilities, identity and diversity. Teachers use topical, political and

social issues to bring social studies content to life. These content areas develop in

students’ key citizenship skills needed for research, discussion as well as debate

sessions (Bining & Bining, 1952). The Social Studies curriculum used in senior

high schools aims at developing in students the ability to participate in their

communities meaning fully and wider societies as informed citizens (Ministry of

Education 2007). The purpose of active citizens is to teach students to work

together and take practical actions using their knowledge and understanding in

Social Studies to contribute to the better society locally, nationally and globally

(Bath, 1983). For example, after learning about human rights, diversity and

inequality, students might decide to set up a project to address racism in their school

or local community.

2  
 
Among the many agencies available for Social Studies education are the family,

peer group, mass media, the church and the school (Cleary, 1971). Of all these, the

school appears to be the most potent force in the Ghanaian society driving the

course of Social Studies. For instance, because of the newness of democratic living

in the Ghanaian system, one cannot guarantee that the various family units can

efficiently inset the ideas of our form of democracy in the youth. Similarly, one

cannot dispute the fact that most of the youth do not have access to the mass media.

The same may apply to the church. On the contrary, almost every youth is expected

by law to acquire at least basic education (Constitution of Ghana, 1992). It is for

this reason why Cleary (1971) suggest that schools (senior high schools) are

powerful weapon used to ensure that majority of the youth have a taste of Social

Studies education in Ghana.

The past 50 years have witnessed a number of studies that have attempted to

understand why students either like or dislike social studies. These studies have

tried to identify and measure student’s attitude about social studies and predict what

influence their performance related to this area of the school curriculum (Corbin,

1994; Curry & Hughes, 1965; Fraser, 1981; Inskeep & Rowland, 1963; McTear &

Blaton, 1975). Through the years, ongoing changes in curriculum design, teaching

methodology, and administrative practices may have helped to improve students’

performance on Social Studies (Shaughnessy & Haladyna, 1985). However, most

students still perceive Social Studies classes as dull, boring, and irrelevant to their

lives which seems to affect their performance all the time. If the Social Studies

curriculum is to continue to have support from school administrators, politicians,

3  
 
and the general public, it is desirable to have positive student attitudes towards the

subject matter. This is important because it is quite possible that negative attitudes

toward social studies could ultimately result in a sharp decline in the allocation of

resources for this subject area.

Unfortunately, previous research indicates that young students are not positive

about social studies and find it irrelevant for future careers (Schug, Todd, & Beery,

1982). Historically, when elementary and high school students were surveyed, the

most dominant negative perception was that Social Studies was boring and had little

relevance to their lives. Femandez, Massey and Dombush (1976) conducted one of

the earliest surveys regarding student attitudes towards social studies in the San

Francisco Public Schools. They found that students in grades 9 through 12 ranked

social studies last in importance when compared to other core subjects such as

English and mathematics. The participants described social studies as confusing

and having little relationship to their future.

From the above description of social studies education in both Ghana and the world

at large, one could attest to the fact that, an exploration into student’s attitudes

towards the learning of social studies will be of great relevance to the development

of active citizens. It is against this background that this study sought to examine

students’ attitudes towards the learning of social studies and their performance in

senior high schools.

1.2 Statement of the Problem

The advancement of “liberty and justice for all” as envisioned by our country’s

founders requires that, citizens have to acquire knowledge, attitudes and values to
4  
 
guard and endorse the principles of constitutional democracy (constitution of

Ghana, 1992). The success of Ghana’s growth and stability relies strongly on its

educational system. Social Studies is a major part of the school’s curriculum

because it explores morals, values and provides students with the ability to

understand the values associated with being a good citizen (Ministry of Education,

2007).

The marginalization of Social Studies education in schools has been documented

repeatedly. For instance, in the United States, Lawson, (2003) surveyed hundred

tenth grade students and hundred twelfth grade students in order to determine their

attitudes towards the various subject areas. In the study, English, mathematics and

reading were ranked ahead of Social Studies.

Participants described social studies as boring and far from anything they could

relate to in their life. This situation may result in the poor performance of students

in Social Studies. The researchers suspect that this apparent drift may be the result

of ineffective learning of Social Studies content. This study therefore investigates

the attitudes students in senior high school have towards the learning of Social

Studies as well as their performance.

1.3 Objectives of the Study

The main objective of the study is to find out the attitude of students towards

learning of Social Studies and their performance in the Accra Metropolitan

Assembly. Specifically, it aims to:

5  
 
 1.   examine the attitude of students’ in the Accra Metropolitan towards Social

Studies

2.   investigate the factors that affect students’ attitude towards Social Studies

3.   explore how students’ attitude towards Social Studies can be improved

1.4 Research Questions

This research will be guided by the following research questions:

1.   What is the attitude of Senior High School students in the Accra

Metropolitan Assembly towards Social Studies?

2.   What are the factors that affect Senior High Schools students’ attitude

towards Social Studies?

3.   How can attitude of Senior High Schools students towards Social

Studies be improved?

1.5 Significance of the Study

The findings of the study are expected to be particularly relevant to educational

policy and decision makers responsible for the development and improvement of

the teaching of Social Studies in Senior High schools. This is because the result of

the study will reveal the kind of academic and professional competencies teachers’

exhibit in the classroom and this will help the Ghana Education Service (GES) to

have a greater insight into the strengths and weaknesses of particular educational

policies affecting the teaching and learning of Social Studies in the Accra

Metropolitan Assembly in the Greater Accra Region of Ghana.

6  
 
It is also expected that the research will bring to light how Social Studies students

perform in the subject. It would also help identify the students’ attitude towards the

subject and its effect on their performance.

1.6 Delimitation of the Study

The study was delimited to teachers who teach Social Studies in Senior High

Schools and the students in the Accra Metropolitan Assembly in the Greater Accra

Region of Ghana. The researcher is, however, hopeful that since Senior High

School teachers have similar characteristics in terms of training, the result of the

study could be used as a basis for generalization in the teaching and learning of

Social Studies in Senior High Schools.

1.7 Limitations of the Study

Some of the problems that evolved were lack of easy accessibility to schools and

retrieval of questionnaires. Also, some of the respondents did not provide clear

responses. Some teachers also felt reluctant to answer the questionnaires. It was

also difficult meeting with respondents because of their tight instructional hours.

1.8 Organisation of the Study

This study is divided into five chapters. Chapter one comprises the background to

the study, statement of the problem, objectives of the study, the questions that the

study seeks to answer, the significance of the study, delimitations and limitations.

Chapter two reviews existing literature on the problem that is researched into.

Sources of the literature reviewed include library materials on the subject and other

publications. Chapter three deals with the design, population and selection of
7  
 
sample, instruments and methods of collecting data or information. Chapter four

deals with the presentation of results and discussion. The data collected is presented

using tables. The chapter five summarizes the major findings and provides

conclusions of the study as well as recommendations and suggestions based on the

findings of this study.

8  
 
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Historical Overview of Social Studies as a Subject

The field of Social Studies was developed in the early years of the 20th century in

the United States of America. It was built on the foundations of history which was

recognized as the central study of Social Studies. The change from the traditional

subjects of History to Social Studies occurred in the Jones report (Ravitch, 2003)

on Social Studies; incorporated into the famous Cardinal Principle report of the

National Education Association in 1918 which suggested that the goal of Social

Studies was good citizenship and that historical studies that did not contribute to

social change had no value. This report gave a strong boost to Social Studies

teaching. The study of history was considered too “academic” and far removed

from students’ immediate needs and that they made no contributions to social

efficiency. It was in the field of social efficiency that Social Studies was born. The

idea was to teach students facts and skills that were relevant to the institutions of

their own society and also to prepare them for the real world that would confront

them when they had left school. By the 1930s, the Social Studies programme had

displaced history with its expanding environment concepts that is, the home,

neighbourhood and community (Ravitch, 2003). Social Studies was therefore

intended to provide an integrative education aimed at training students as decision

makers.

9  
 
In Africa, ideas on how to modernize the teaching of Social Studies in the school

curriculum were expressed as early as 1961 at the Endicott Summer House Study

in the Massachusetts Institute of Technology (MIT), U.S.A. where prominent

African, British and American educationalists addressed themselves to the issues

of educational problems facing post-war Africa, especially the newly independent

nations and how to find solutions to their educational problems in the humanities

and Social Sciences, Language, Mathematics, Science and Teacher Education. At

the summit various sub-committees were set up, one of which was charged to

prepare a syllabus for the social sciences. The sub-committee on Social Studies

decided among other things that:

The teaching of Geography, History and Civics as separate

disciplines in the primary schools in Africa introduces an artificial

division in the social sciences which should be discouraged in the

early years of schooling. The child should be introduced to the

social sciences as an integrated field of study and should be made

to appreciate right from the beginning of his education the close

relationship between the disciplines which later emerge as distinct

fields of learning (ASSP Report, 1977).

This, in the view of the group was to make the child aware that he and the

community were geographically, historically, socially and economically one. For

want of a suitable name, the sub-committee suggested that such an integrated area

of study should be known as ‘Social Studies’.

10  
 
In 1967, a meeting was held at Queens College, Oxford where participants decided

on the need to give attention to the development of Social Studies in primary

schools. This meeting was sponsored by the Education Development Centre (EDC)

and Centre for Research and Educational Development Overseas (CREDO). In

1968 another conference was held in Mombassa, Kenya. According to Tamakloe

(1988) the Mombassa Conference marked the turning point in the development of

Social Studies in Africa. This conference gave birth to the African Social Studies

Programme (ASSP) whose primary purpose was to assist African countries by:

(a) Collecting and disseminating information of Social Studies projects in

Africa and elsewhere through reports, newsletters and original documents.

(b) Assisting member countries to organize workshops, courses, seminars, and

conferences for the exchange of ideas and for in-service training of teachers

to enable them adapt to the new approach to the teaching of Social Studies.

(c) Encouraging the initiation of research in Social Studies teaching in the

development of materials for primary and secondary schools in Africa and

involve professional and university people (Dondo, Krystall & Thomas,

1974, cited in Melinger, 1981).

It is important to note that the major objective of the African Social Studies

Programme now African Social and Environmental Studies Programme (ASESP)

is that Social Studies should be taught as an integrated discipline.

In Ghana, Bruce (1988) reports, that there had been attempts at ‘integration of a

sort’ in the social sciences. According to him, between 1950 and 1954, some form

of integration appeared in the syllabuses of teacher training colleges, notably,

11  
 
Wesley College, Government Training College (Winneba), and Presbyterian

Training College-Akropong Akwapim. However, by 1955 the programme had

collapsed due to lack of personnel to teach the integrated subject. Tamakloe (1976)

also points out that before 1968, there existed an area of study termed ‘centres of

interest’ in the primary school curriculum which appeared to be an integration of

subjects like history, geography and civics which was only undertaken at the lower

primary level (primary one to three). He further observed that this programme

“consisted of just topics which had been jumbled up in the name of integration; the

topics [however] lacked cohesion”.

The development of the Social Studies programme in Ghana began in 1967 with

the setting up of the Curriculum Research and Development Division (CRDD).

Between August and September 1968, a conference was held at the Advanced

Teacher Training College, Winneba under the auspices of the British Council. From

there a pilot programme on Social Studies teaching was started in four selected

centres namely Saltpond and Assin Fosu in the Central Region, and Ho and Hohoe

in the Volta Region. According to Tamakloe (1976) “there was a great controversy

on the choice of name for the new programme being developed. While one group

felt it should be called Social Studies one contended it should be called

environmental studies”. The programme in its fourth year of pilot testing saw the

inauguration of the National Association of Curriculum and Courses (NACC). All

primary syllabuses were reviewed and improved with the sub-committee on Social

Studies agreeing that the new programme should be officially called environmental

studies.

12  
 
With the advent of the Education Reforms in 1987 the term ‘Social Studies’ was

once again officially used for the subject in all levels of the school system. In 1988,

the CRDD published new textbooks ‘Ghana Social Studies Series’ to replace the

environmental studies programme in all schools. In 1996, when the Free

Compulsory and Universal Basic Education (FCUBE) was introduced, the term

‘Social Studies’ was still used for the subject at both the primary and the then junior

secondary but in the syllabus that was introduced in the primary schools in 1988,

the term ‘environmental studies’ was once again used at the primary school level.

Presently, the subject is referred to as ‘environmental studies’ at the primary school

while at the junior and senior secondary schools the term Social Studies is used. At

the Teacher Training Colleges and the Universities, the term ‘Environmental and

Social Studies’ is used for the programme.

It is necessary to trace the development of the integrated Social Studies programme

from both international and local scenes in order to appreciate the “chequered”

history of Social Studies with regard to its name and scope and to find out how

prudently the programme is being regulated in second cycle schools, and the Senior

High Schools in the Accra Metropolitan, in particular.

2.2 Theoretical Framework

2.2.1 The Concept of Learning

The phenomenon of learning is so varied and diverse that its inclusion in eight

single categories may not be warranted. Learning is a concept and not a "thing".

The activity of learning is inferred only through behavioural symptoms. Kimble

13  
 
(1962) attempted to define learning as a relatively permanent change in behavioural

potential that occurs as a result of reinforced practice. This definition postulates

that the change needs not be an improvement. Addictions and prejudices are learned

as well as high-level skills and useful knowledge. The psychological study of

learning embraces more than learning a new job or academic subject. It also has a

bearing on the fundamental development, motivation, social behaviour and

personality.

According to Tolman (1961) the development of learning is revealed through the

changing probability that an awaited behaviour may result. He held the view that

learning itself is not observable. It is rather an intervening variable, one that is

inferred as a connecting process between an antecedent variable and consequent

behaviour. Hilgard (1962) inferring from Kohler's theory of insight learning stated

that “a learner is a resourceful person, one who is able to use what he knows in new

situations and one who is able to discover for himself solutions to problems that he

has never before faced”.

Insight learning encourages problem-solving behaviour in the learner. The learner

must have prior familiarity with the essentials of the problem. For example, no one

can solve a novel algebraic problem without knowing the meaning of the symbols

and operations for which they stand. Insight learning requires the learner to see

facts in relation to understanding the essentials they bear upon the problem. Insight

learning depends upon the capacity of the learner. For example, older children can

learn things that younger children cannot learn. This is influenced by past

experiences. All instances of learning involve the learner in behaviour of some sort.
14  
 
He learns to do something. An example is learning to read. The same feature of

behaviour is exhibited by instances that could be described as learning to become

somebody. For example, one can learn to become a teacher. To learn to be

somebody is to learn to do something. Learning involves the changing of one's

behaviour.

From a variety of instances of learning, Thyme (1970) deduced four features of

learning. In the first instance the learner learns to do something. This, he interpreted

as a feature of behavioural change. Secondly, he previously did something

different. That is a change of behaviour. For the third feature, that change of

behaviour occurs in a particular kind of situation. Fourthly, the learner changes

from one situation to another. In terms of these four features that appear to

characterize learning, any instance of learning must get two responses, namely, old

response and a new different response. That is, any instance of learning involves a

two-fold series of behaviour. Thyme then defined learning as adopting new

response to a situation. This same learning can be applied in the teaching and

learning of Social Studies. A fundamental implication of this definition is that

learning is not a single “thing”. It is, on the contrary, a particular pattern or "Gestalt"

of behaviour in relation to some kind of situation

2.3 Perspectives on the Nature of the Social Studies Curriculum

The chapter continues with the discussion of the nature of the integrated Social

Studies curriculum with respect to its meaning, purpose and objectives, scope and

methods of teaching.

15  
 
2.3.1 Meaning of Social Studies

Over the years there has not been consensus among Social Studies scholars as to

what the term Social Studies means. Many writers have therefore sought to define

Social Studies based on their own cultural background. According to Longstreet

and Shane (1993) “the question of definition has plagued the field of Social Studies

since its inception in 1916”. Again, on the question of definition, Ravitch (2003)

also poses these questions.

What is Social Studies? Or what are Social Studies? Is it history

with attention to current events? Is it a merger of history,

geography, civics, economics, sociology, and all other social

sciences? Is it a mismatch of courses such as career education,

gender studies, and environmental studies? Is it a field that defines

its goals in terms of cultivating skills like interpersonal relations

and critical thinking? Over time leaders of the field have frequently

wrestled with their definition (p. 1)

If this is the situation then one would agree with Tabachnik (1991) that in trying to

find out what Social Studies is, “one should examine general definitions for Social

Studies offered by educators whose special interest is in Social Studies education

which will serve as guidelines and statement of purpose for Social Studies”.

From the onset, some educators have never agreed on common definitions, that is

whether the subject uses a singular verb “is” or a plural verb “are” (Zevin, 2000).

However, a professional usage demonstrates convincingly that the term Social

Studies is properly regarded as a plural verb (McClendon, 1965). This

16  
 
notwithstanding, the term Social Studies must be used in a generic sense which

takes the singular verb “is”.

Tamakloe (1994) looks at Social Studies as a subject that deals with man and his

relationship to his environment. This goes to explain the fact that teaching of Social

Studies should aim at exposing learners to the way of life of the society and the

realization that humans, plants and all the other animals are dependent upon each

other.

Linguist (1995) defines Social Studies as “an integration of knowledge, skill and

processes and goes on to say that “the subject provides powerful learning in the

humanities and social science for the purposes of helping children learn to be good

problem solvers and wise decision makers”. To Martorella (1994) “Social Studies

are selected information and modes of investigation from the social sciences,

selected information from any area that relates directly to an understanding of

individuals, groups and societies, and application of the selected information to

citizenship education”. To these writers, Social Studies is taught to promote

citizenship by using social science concepts.

From Linguist (1995) and Martorella’s (1994) definitions, one thing clearly

emerges; this is the role of the social sciences which provide the base for Social

Studies teaching, that is, the content or subject matter of Social Studies. To a large

extent, the framework of Social Studies promotes history, geography and

economics. These are the three major disciplines of Social Studies since they

directly promote the development of temporal and spatial competencies and

17  
 
sustainable living. History gathers and evaluates relevant traces of past event and

provides Social Studies with the key concepts of chronology, cause and effects and

historical records. The key concepts of Geography in Social Studies curriculum

include land form, migration, climate, ecosystem and sustainable economic

development. Economics is the study of how we use resources to satisfy wants and

needs and this is given prominence in the Social Studies syllabus.

Other fields of study, such as political science, anthropology, sociology and social

psychology contribute essential understanding and competencies to Social Studies.

The social sciences are therefore constructs developed to aid in the scholarly pursuit

of knowledge with the content and findings from the social sciences furnishing the

raw materials on which the Social Studies programme is built (Welton & Mallan,

1992). To some extent it may be true that the social sciences provide the

foundational concept–matrix for Social Studies. However, it appears Social Studies

is broader a field than that covered by the social sciences.

The other side of the definition is citizenship education which is the main purpose

of Social Studies education. Citizenship education implies the acquisition of the

necessary knowledge and skills needed for the promotion of democracy (Hayford,

1992).

Some writers define Social Studies in the form of integration. Bar and Shermis

(1977) state that, “the Social Studies is an integration of experience concerning

human relations for the purpose of citizenship education”. Similarly, the African

Social and Environmental Studies Programme (ASESP,1994) sees Social Studies

18  
 
as “the integration of purpose of promoting and practicing effective problem

solving, promoting citizenship skills in social, political and economic issues and

problems”.

On its part the Ghana Education Service (GES, 2001) defines Social Studies as “an

integrated body of knowledge, skills and attitudes that will help the pupils develop

a broader perspective of Ghana and the world”). The official definition of the

National Council for the Social Studies (NCSS) contains a strong inter-disciplinary

focus with the aim of solving social problems. It states that Social Studies is the

integrated study of the social sciences and humanities to promote civic competence

within the school programme. To the NCSS, because civic issues such as health

care and crime are multi-disciplinary in nature, understanding these issues require

multi-disciplinary education.

It is evident from these definitions that one main characteristic that makes Social

Studies more distinct is that it incorporates many fields of endeavour. The

integrative nature of Social Studies therefore calls for critical thinking about social

issues leading to the development of thoughtfulness in students. Through

integration, pupils acquire a variety of skills including those of inquiry,

investigation and discovery as they are actively involved in the teaching and

learning process.

Banks (1990) appears to have given an in-depth description of Social Studies in

relation to its nature when he states; “the Social Studies is that part of the

elementary and secondary school curriculum which has the primary responsibility

19  
 
of helping students to develop the knowledge, skills, attitudes and values needed to

participate in the civic life of their local communities, the nation and the world”.

To Banks, learners need knowledge of the contemporary world in which they live

and its historical antecedent to fully develop as mature citizens. Banks’ definition

calls for the concentric approach to teaching Social Studies based on Hanna’s

(1963) expanding environment concept in which schools centre their activities on

the home, neighbourhood and the community. Following this theory, the Ghana

Education Service (GES) has adopted it as a model for studying at the basic school.

Notwithstanding its popularity, it appears not all adhere to this theory. Zarrilo

(2000) contends that “expanding environment provides children with too little a

view”. Similarly, Frazee and Aryers (2003) also remarked that “the expanding

environment is ineffective because they focus on how Social Studies should be

taught in elementary classrooms rather than on content knowledge that should be

the enterprise for teaching and learning”. Despite its vocal dissenters the expanding

approach remains the overwhelming teaching model for most schools due to its

overriding advantages. It must be emphasized that, in spite of the plasticity of its

definitions, the Social Studies programme is a distinct field which deals with

humankind and current global issues.

2.3.2 The Scope of Social Studies

The term “scope” had become popular in educational circles after 1945.

Developments between the two world wars led to the emergence of new patterns of

selecting the content for Social Studies programme. Until quite recently the term

“scope of Social Studies” had been shifting sand (Tamakloe, 1994). Curriculum
20  
 
experts are yet to agree on what the term, scope of Social Studies, is, as it varies

from writer to writer.

According to Banks (1990) at the lower grade in school the scope of the subject is

based on institutions and communities such as the home, family, the school, the

neighbourhood and the community. He goes on further, to say, that at the higher

level a variety of elective courses such as sociology, psychology and problems of

democracy are offered. In another development, Martorella (1994) writes that most

educators would concede that Social Studies gain some of its identity from the

social science, such as history, political science, geography, economics, sociology,

anthropology and psychology. In explaining the scope of Social Studies, GES

(2001) emphasizes that Social Studies takes its source from geography, history,

economics and civic education and integrates it in a fashion that creates a subject

of its own. Ravitch (2003) sums it up by saying, “Social Studies is seen as a broad

umbrella that covers a range of subjects, disciplines, and skills”. It is significant to

note that when subject areas are used to define the scope of Social Studies, perhaps

the objective is to promote understanding and values associated with the subject

areas.

For Aggarwal (1982) the scope of Social Studies should include a study of

relationships, functional study of natural sciences and arts and a study of current

affairs. In keeping with this thematic nature, Tamakloe (1991) writes that “the

structure of the content selected for the teaching and learning process in Social

Studies must be such that it cuts across disciplines”. To him this can be possible if

the content is thematic in nature. He adds; “themes such as the school community,
21  
 
our local community, the national community our continent and others like

citizenship, cooperation, interdependence and nationalism easily lend themselves

to organization which relies heavily on the use of concepts, facts, skills and values

from various disciplines”. It must be emphasized, however, that Social Studies and

social science are distinct programmes. To achieve its overall goals Social Studies

promotes learning experiences that have both a distinct content focus and process

focus. The latter for instance provides opportunities for learners to become actively

involved with interpreting and judging knowledge.

It could be inferred from the discussion that the scope of Social Studies is unlimited.

It is in this light that Leming & Ellington (2003) describe the scope of Social

Studies as “boundless, eschewing substantive content and lacking focus for

effective practice.” They add, “students rank Social Studies courses as one of their

least liked subjects and Social Studies textbooks are largely superficial and vapid”

Zevin (2000) in his “personal prologue” writes that, “part of the reason Social

Studies is disliked by so many students are the arguments, knowledge of facts,

names, places and all the facts they had to know”.

Perhaps the debate about the scope of Social Studies may be partly due to the nature

of the subject. According to Tamakloe (1994) the boundless nature exhibited by the

scope of Social Studies is the apparent result of the multiplicity of concepts, skills,

knowledge, and values that can be utilized to explain issues, phenomena and solve

any problem which faces society. Commenting on the nature of Social Studies Ross

and Marker (2005) remarked that:

22  
 
 Social Studies is the most inclusive of all subjects and determining

the boundaries of what is taught in Social Studies requires decision

about what social knowledge is most important, which skills and

behaviours are most valuable, and what values are most significant.

As a result, the field curriculum terrain is, has been, and will continue

to be subject to debate.

It appears the problem of selection of scope is due partly to subject matter

proliferation in Social Studies and also curriculum innovations. In the words of

Preston (1985) “these innovations, influence not only method of study but seek to

shape the Social Studies scope and sequence”.

The broad scope of subject matter and the amount of material that could be included

in Social Studies is a serious concern for Social Studies education. All agree that

selection of what to study is a major issue in planning Social Studies instruction

due to its “competing vision and contradictions” (Evans, 2004).

Although Social Studies appears not to have an apparent core content, the challenge

for Social Studies curriculum developers is to design an instructional programme

that emphasizes depth of important ideas within appropriate breath of topic

coverage. Thus, the selection of content must shape the needs of the learner and the

nature of the society as they complement each other. A well-rounded Social Studies

scope must therefore provide for the development of competencies and dispositions

which will enable the learner to be creative, productive and innovative that serves

as gateway to quality of life.

23  
 
2.3.3 Goals and Objectives of Social Studies

Most writers in an attempt to define what the term Social Studies is also try to

explain its goals and objectives. The term goal which is being used interchangeably

with the word purpose refer to the long-term expectations of Social Studies as

distinct from objectives which are more specific and with short term expectation.

Like its scope, there has been contentious debates’ regarding the goals of Social

Studies. Ross and Marker (2005) remarked that, “the very lack of agreement

regarding the purpose of the field, perhaps more than any other characteristics has

become the hallmark of Social Studies”. They continue, “Social Studies educators

have always pitched a big tent, with plenty of room for diverse perspectives, and

the response to conflicts over goals has most often been to look for how we could

all just get along”. This view is given credence by Ravitch (2003) when she echoes

that “over the time, the leaders of the field Social Studies have frequently wrestled

with their goals and purposes. She continues “the Social Studies field has readily

redefined its aims to meet what so ever the socio-political demands of the age

were”.

The issues raised seem to suggest to a great extent the kind of disagreement and

factionalism among those who advocate the various “tradition” of Social Studies

education. It is therefore no wonder that Whelan (2001) comments that “the

disagreement has become so adversarial as to threaten the field with factionalism,

thereby undermining the pluralism from which Social Studies has frequently

benefited”. While it appears, there is no agreement among Social Studies educators

over what the goals of Social Studies is, it is generally agreed that the primary

24  
 
pedagogical goal of Social Studies is to support students as they come to understand

their world and have urgency as citizens (Vinson & Ross, 2001). The main goal of

Social Studies therefore is to promote citizenship education.

Several authors however, have questioned the status of citizenship education as the

main purpose of Social Studies. They argue that the term citizenship has not been

clearly defined as goals of Social Studies (Leming, Ellington & Porter-Magee,

2003; Longstreet & Shane, 1993). Clearly, the Social Studies ‘contrarians’ position

points to the key problem in determining purposes of Social Studies. But it must be

borne in mind that there is no “scientifically objective” answer to the question of

the purposes of citizenship education because those purposes are not things that can

be discovered (Ross & Marker, 2005).

In reaction to the above reasoning by the Social Studies contrarians, Banks (1990)

writes that citizenship education is the primary focus of Social Studies in the school

curriculum which promotes desirable participatory citizenship. According to

Banks, “while the other curriculum areas also help students to attain some of the

skills needed to participate in a democratic society, Social Studies is the only

curriculum area which has the development of civic competencies and skills as its

main goals”. Subscribing to this view Tamakloe (1991) says that the main goal of

Social Studies is to help students to be able to make informed decisions for the

purpose of resolving personal problems and influencing public policy. To him these

are important for the realization of the aims of citizenship. Ross and Marker (2005)

states that “the purpose of Social Studies is citizenship education aimed at

25  
 
providing students opportunities for an examination, critique and revision of past

traditions, existing social practices and model of problem solving”.

Homana, Barber and Torney-Purta (2006) define citizenship education as the

opportunities provided by schools to engage students in meaningful learning

experience and other teaching strategies to facilitate their development as socially

and politically responsible individuals. This is supported by the National Council

for the Social Studies, (NCSS, 2006) which has long been a leading advocate in the

area of Social Studies. According to the NCSS the primary goal of education is to

prepare students to be effective citizens and that through the curriculum students

should have the opportunity to apply their civic knowledge to solve problems in

schools. Martorella (2001) sums it up by saying;

…the basic purpose of Social Studies curriculum across the grade is to

develop reflective, competent and concerned citizens. Reflective

individual are critical thinkers who make decisions and solve problems.

Competent citizens possess a repertoire of skills to aid them in decision

making and problem solving. Concerned citizens investigate their social

world, identify issues as significant, exercise their responsibility as

members of a social community. Social Studies should be seen as the

head, the hand and the heart. The head represents reflection; the hand

denotes competencies and the heart symbolizes concern (p. 29).

From the foregoing, it means that Social Studies teachers have the sole

responsibility of training students not only to develop their knowledge and skills

but also the affective aspect of the individual, these are reflections of good citizens
26  
 
which Martorella refer to as “effective citizen.” Martorella (2001) argues that the

general purpose of the Social Studies should be citizenship education; the objective

is to produce reflective, competent and concerned citizens who are critical and have

inquiry mind.

By thinking reflectively, students are able to apply the best course of action among

alternatives. Reflective thinking therefore disrupts prejudices and deliberates on

issues that are “fair to everyone concerned” (Parker, 2003). Since citizenship is the

central purpose of Social Studies as well as the bed rock upon which school teachers

should provide reflective classrooms to help close the chapter on problematic areas

of our society (Hamot, 2000). This will require effective method of reflection that

should be applied to the school curriculum and organization (Kumashiiro, 2004).

2.3.4 Objectives of Social Studies

In order to achieve Social Studies goals, specific objectives need to be stated. Like

its goals, different writers state specific objectives for the realization of the general

aims. However, despite different words used, the general consensus is to achieve

the goal of citizenship. Barth (1983) writes: “teachers should help students gain

knowledge, process information, develop skills to examine values and, finally to

apply knowledge through an active civic participation”. He adds, “if students

practice these four objectives then Social Studies is taught as citizenship

education”. According to Barth, Social Studies builds around four capacities and

this is given credence by Banks (1990); Parker & Jaromelik (1997); Martorella

(2001) & NCSS (2006).

27  
 
These four capacities are; acquisition of knowledge, acquisition of skills,

development of desirable attitudes and values and civic participation. Each capacity

uniquely leads to responsible citizenship as they mirror the essential ingredient that

characterizes sound Social Studies education. If students are to be effective citizens

then they must possess the knowledge, skills and values which will prepare them

to take appropriate civic action as individual or as members of groups devoted to

civic improvement. Gaining knowledge is an integral part of citizenship skills

which allows for reflective decision making. Galston (2001) agrees by positing

seven important links between knowledge and citizenship.

1.   Civic knowledge helps citizens understand their interest as individuals and

members of groups. The more knowledge we have, the better we can understand

the impact of public policies.

2.   Civic knowledge increases the ideological consistency of views across issues

and time.

3.   Unless citizens possess a basic level of civic knowledge, it is difficult to

understand political events or integrate new information into an existing

framework.

4.   General knowledge can alter our view on specific public issues.

5.   The more knowledge of civic affairs, the likely they are to experience a

generalized mistrust of, or alienation from civic life.

6.   Civic knowledge promotes support for democratic values.

7.   Civic knowledge promotes political participation

28  
 
It is discernible that if students are to make reflective decisions and participate fully

in their civic communities, they must build knowledge in order to understand how

things work within the society in which they find themselves. It is therefore clear

that a rich store of knowledge is an essential base to citizenship. In addition to

knowledge, skill goals are essential to Social Studies teaching; they identify in

particular what students will be able to do.

Thinking skills include the ability to gather and analyze information before making

a decision. According to Banks (1990) thinking skills include the ability to

conceptualize, interpret, analyze, generalize, apply knowledge and evaluate

knowledge. Thus, through thinking skills students are able to act constructively by

evaluating evidence through rational conclusions.

Inquiry skills: These skills include the ability to formulate scientific questions and

hypothesis to collect data and to use the data to test hypothesis to derive

generalization. Inquiry raises the curiosity of students and prompts them in seeking

further explanation to questionable situations.

Study skills: Studying is the way people learn new ideas. In Social Studies these

include the ability to locate, organize and acquire information through listening and

observing, communicate orally and in writing, read and interpret maps. Through

study skills students make sense of new ideas for meaningful understanding of

issues.

Group skills: These include the ability to perform effectively both as a leader and

as a follower in solving group problems, to use power efficiently, and fairly in group
29  
 
situation, to make useful contributions to group progress, to communicate

effectively in a group and to resolve controversy in groups (Banks, 1990).

Attitudes and values: An important area of human development is attitude and

values which are mainly concerned with the affective domain. Attitudes in

particular affect how people evaluate situations. Positive attitudes allow people to

view human conditions from a variety of perspectives. Values on the other hand,

underlie all that humans do and they constitute essentials of human relations.

Human values like patriotism, respect of dignity, hard work and right of others

provide an area of reflective development.

Since values are so central to decision making it behooves on schools to teach

students to think critically about issues affecting society by analyzing event both

past and present to bring harmony within society. It is in this light that Maclaughlin

(2004) suggests that schools should provide opportunity for the youth to engage in

a way that leads to confidence in the value of participatory problem solving. While

desirable attitudes and values are central to what humans do, the central focus and

purpose of civic participation is to foster the development of citizens who will

participate actively in and outside the school.

It must be emphasized that knowledge, skills, attitudes and values gained, provide

gateway for active community participation. Social Studies teachers should

therefore provide active teaching strategies to facilitate the development of students

as responsible individuals. In sum, when teachers help students to gain knowledge,

process information, develop the skill to examine values, and finally apply

30  
 
knowledge through an active civic participation, then Social Studies is taught as

citizenship education.

2.4 Development of attitude towards Social Studies

The attitudes of students towards the concept of teaching and learning are related

to the kind of environment in which they find themselves. Several studies support

the view that the factor most likely to affect positively students’ attitudes towards

the teaching and learning of concepts is an open classroom climate - an environment

whose signifying features are teacher respect for students’ ideas and teacher use of

democratic leadership behaviours (Angell, 1992; Ochoa, 1991). The beneficial

effects of an open classroom climate are cited by virtually every researcher and

reviewer who looked at the relationship between educational practices and student

results (Gooodlad, 1986; Ross & Bondy, 1993; Harmood & Hahn, 1990).

Clearly then, the nature of the learning environment has a direct impact on the

attitude of students towards the teaching and learning of concepts. As revealed in

Harwood’s (1992) view of a research that investigated the relationship between

climate measures in Social Studies classrooms and students’ attitudes towards

political concepts, open classroom environments featuring student participation and

free expression have a positive impact on students’ attitudes towards the learning

of concepts. This is also confirmed by Blankenship’s (1990) that, there was a

positive relationship between open classroom climates and several civic concepts

and attitude measures. The teacher’s role in creating such an open and democratic

classroom environment cannot be over-emphasized. Hepburns (1982) writes that

“the teacher’s role is crucial because the teacher’s way of managing the class sets
31  
 
the climate of self-direction, free exchange of views, egalitarian treatment of peers

and at the same time, maintains order and direction in the group”.

The literature includes many kinds of factors that affect the teaching and learning

of Social Studies concepts. The following are some of the factors:

i. Competence of teachers

Tamakloe (1988) examined the status of Social Studies in Teacher Training

Colleges in Ghana (now colleges of Education) and found out that the subject was

ranked in the lower third, just above physical Education and Home Economics. He

noted that the College Principals ascribed the situation to lack of competent

teachers. The need for well trained teachers to teach Social Studies has been

emphasized by Social Studies educators including Aggarwal (2001) who made it

abundantly clear that Social Studies more than any other subject requires well

trained teachers. Stanton’s (1987) research with pre-service teachers revealed that

two-thirds of them scored below the mid-point on an instrument that assessed

teachers’ knowledge about concepts in Social Studies education, while Kickbusch’s

(1987) classroom observational study revealed “a paucity of teaching skills with

which to support Social Studies education goals”.

ii. Lack of meaning of concepts

Social Studies teachers often present isolated facts with no regard to any context

that might give meaning to concepts. Newman (1980) argues that bona fide

discussion is usually suppressed by some teachers with the belief that the purpose

of teaching is to transmit fixed knowledge to students. This is unfortunate because

32  
 
memorizing a lot of facts as isolated bits of information does not generate the

meaning of concepts. As Seefeldt (2001) has pointed out, student teachers who are

taught Social Studies by rote are rather like parrots who have been taught to recite

without understanding conceptual issues.

iii. Lack of training in process skills

It has been found out that teachers do not for the most part, provide training or

practice in critical thinking, problem solving, decision making or other process

skills (Berman, 1990; Levitt & Longstreet, 1993). In fact, the view that teachers

should devote attention and time to teaching students how to think around concepts

is popular among many educators today (e.g. French & Rhoder, 1992; Savage &

Armstrong, 2000). The latter writers, for instance, stress that learners who leave

school with highly developed thinking skills have powerful intellectual skills they

can apply to develop and understand other concepts in new situations.

iv. Avoidance of controversial issues

Either out of fear of complaints (e.g. from parents) or out of personal preference,

most Social Studies teachers are unwilling to take up in the classroom the

controversies that arise in society that must be addressed in Social Studies lessons

(Eveslage, 1993). The teaching of controversial issues is an integral part of the

teaching and learning of Social Studies concepts and no effective teacher should

compromise this on the altar of fear or intimidation in so far as such controversies

are not personalized.

33  
 
v. Limited shallow textbook content

Most Social Studies texts are restricted in content, superficial in the treatment of

concepts, and present facts out of their contexts (Eveslage, 1993). In Ghana, most

Social Studies textbooks have been written by people with superficial knowledge

of the subject, and hence sub-standard, a situation which seriously undermines the

effective teaching and learning of Social Studies concepts. The limited subject

matter and uninspired treatment in Social Studies textbooks might not matter so

much if Social Studies teachers use a rich array of other instructional resources.

Research has indicated, on the contrary, that most Social Studies teaching is

textbook–bound (Boyer, 1990; Eveslage, 1993).

2.5 The Concept of Teaching

Teaching may be explained as an activity of imparting knowledge, skills,

competencies and values to learners. It involves creating situations to facilitate

learning and motivating learners to have interest in what is being transmitted to

them. Teaching is a process of arranging conditions under which the teacher causes

the leaner to change his or her learning behaviour consciously in the direction of

his or her goals (Tamakloe, Amedahe & Atta, 1996).

According to Farrant (1980), when a teacher teaches, it is expected that the learner

should do something. Here both the teacher and the learner are complementing each

other's effort in the teaching and learning process. Teaching then is regarded as a

process of bringing about learning. In this regard, teaching becomes an art of

inducing students or pupils to behave in ways assumed to 'lead to learning. Melby

(1963) attempted to explain the concept of learning as the involvement of students

34  
 
in the teaching and learning. That is, through teaching the learner must not only be

made to love learning and appreciate its importance but he must also be equipped

with the skills of learning on his own so that he will be able to stand on his own

when the teacher ceases to be on the scene. To achieve this then, the student must

be motivated, inspired and encouraged. As a matter of fact, teaching is not simply

a matter of encouraging and developing the mental and physical faculties but it is

also encouraging and training the emotional aspect of the student's life. Effective

teaching should enable the teacher to develop emotional stability through the

creation of friendly atmosphere in the teaching and learning process. This

atmosphere encourages frankness and sincerity on the part of the learner. It helps

to minimize the feeling of inferiority and makes the learner feel he is of some

importance. Thus, a friendly relationship between the teacher and the learner is the

foundation of all teaching.

2.6 Motivation to Teaching and Learning Processes

The realization of behavioural potentiality seems to be related to the learner's level

of motivation. For example, a student who has learned the names of all the members

of the British Commonwealth of Nations would be expected to recite them with

particular energy under some sort of incentive. The incentive is said to raise the

student's level of motivation. Motivation is thought to be essential to learning and

the two are intrinsically linked. Any arrangement designed to encourage learning

must provide for motivation as well. Any teaching, whether in the home or at school

has to make decisions about motivation to rely on. Through his position of

responsibility, the teacher has to provide incentives, that is, rewards and sanctions
35  
 
and part of his success will depend upon his skills in applying them to encourage

the learning he wishes with the minimum of the by-products he prefers to avoid.

Woods (1983) stated that whatever students do as part of an activity or experience,

it is essential to think, reflect on its implications and learn from it. Any teaching

method can be used well or poorly. It is ineffectual to engage students in activities,

the point of which is out of focus to them or which they find tiresome or needlessly

time consuming as in the case of a lecture that is above their understanding or a

lecture inaudibly given at a pace that precludes reflection. Ineffectual teaching,

whether it involves an activity or not has adverse effects on motivating students to

learn. Like psychologists, students inevitably realize the efficacy of an activity

while learning. They are ready to condemn ineffective teaching and commend

effective teaching. They know what they need.

That is time to think about the subject under discussion in whatever way it is

provided. They therefore appreciate teachers who teach sufficiently to their

understanding to enable them compile their own notes. They are also content with

those who duplicate notes in advance and make time available for the class to

attempt problems and discuss difficulties. Thus, as a complement they usually say

he teaches while you take notes, so you understand everything you put down. Most

comments about teachers and teaching methods reflect in some way the sense of

achievement or its absence which students experience. One thing students look for

is assistance from their teachers in developing their skills of learning. Tutorials and

group discussions contribute to a sense of achievement and increase motivation.

The information that students receive about the requirement of their courses and

36  
 
the usefulness of feedback on their performance, contribute to motivate them. A

student's sense of achievement derives from comparing his performance with other

students and success goes to reinforce motivation. Hughes and Hughes (1963) were

of the view that knowledge on how children learn is the first essential step for

success in teaching.

They stated three ways of achieving this:

1.   The first way is by arranging that students go through practical activities

that are intrinsically interesting.

2.   To entice students to want to learn and be taught is by giving them problems

to solve and presenting them with challenges. Much good teaching begins

by propounding a question.

3.   Select subject matter that appeals to the learners' natural interest. Children

who are well taught are very active and therefore perform well. Teachers

who enjoy teaching are always in danger of judging their work by the

exhilarating effect that it produces. Teachers ought to feel exhilarated but

the effect must spread to the pupils.

2.7 Teaching Methodology

The diversity of purposes and approaches as well as the broad multi-disciplinary

nature of Social Studies call for a variety of teaching methods and strategies. As

Glickman (1991) puts it:

Effective teaching is not a set of generic practices, but instead it is a set

of context-driven decision about teaching. Effective teachers do not use

the same set of practices forever whether students are learning or not

37  
 
 and then adjust their practices accordingly, instead what effective

teachers do is to constantly reflect about their work.

2.8 Selection of Teaching Methods

Three general criteria influence the selection of teaching methods across the

syllabus; these are the learning objectives, learners and practical requirements.

Column 4 of the syllabus states the general approaches to teaching Social Studies

thus:

Teaching learning activities that will ensure maximum pupil

participation in the lessons are presented. Try to avoid rote learning

and drill oriented method and rather emphasize participatory

teaching and learning and also emphasize the cognitive, affective and

psychomotor domains. Pupil must be taught to be problem solvers

(GES, 2001).

Thus, activity or participatory oriented strategies and methods are identified as

important channels of learning. It appears the syllabus has been developed this way

because of the defects associated with rote learning which is no longer adequate in

coping with the technological world. The learner now requires knowledge, skills

and competencies to enable him solve problems. The methodology has been

designed to enable the pupil to identify learning as an integral part of his life.

From the foregoing it can be inferred that the syllabus combines all the existing

approaches characteristic of Social Studies education. As a result, a variety of

appropriate teaching strategies should be employed to engage pupils in reflective

38  
 
and interactive learning. The Social Studies teacher should therefore adopt the right

approach prescribed by the syllabus to enable pupils to identify learning as an

integral part of life. The approaches that the teacher adopts should be learner-

centered to fulfil the requirement of the existing syllabus. It is therefore clear that

interactive pupil centered learning approaches are recommended to arouse pupils’

interest and to engage them as independent learners.

2.9 Methods and Strategies Used in Teaching Social Studies

According to Melinger (1981) methods refer to a particular style of instruction,

while strategy is the overall plan used by a teacher to guide instruction during a

period of time. ASESP (1994) points out that method is the overall approach to

teaching, while strategy is about sequencing of the technique during a class period.

From the quotations one realizes that the degree of pedagogical skill is essential to

Social Studies teaching. As Byrne (1983) suggested, it is surely plausible that in so

far as a teacher’s knowledge provides the basis for his or her effectiveness, the most

relevant knowledge will be that which concerns the particular topic being taught

and the relevant pedagogical strategies for teaching it to the particular types of

pupils to whom it will be taught.

The suggestion by Byrne (1983) clearly indicates that, learning does not necessarily

involve knowledge of subject matter but good pedagogical skill which may interact

with subject matter to bolster or reduce teacher performance (Darling-Hammond,

2000). It goes further to explain that the overall positive approach employed by the

teacher ensures successful teaching and learning. It can therefore be said that

39  
 
efficient teaching depends to a large extent on teachers’ mastery of a repertoire of

methods and strategies.

Tamakloe (1991) contends that if the organization of Social Studies is to be

effective, the teacher must be well-versed in the use of a variety of teaching

methods and strategies besides the possession of adequate knowledge in several

disciplines. It can therefore be deduced that teachers’ overall approach to teaching

depends to a larger extent on their good methods of teaching.

According to Aggarwal (1982) good methods of teaching Social Studies should aim

at the inculcation of love of work, developing the desire to work efficiently to the

best of one’s ability, providing numerous opportunities of participation by the

learner and developing the capacity for clear thinking among others. Banks (1995)

sums it up when he says skillful teaching in Social Studies is paramount without it

effective learning cannot take place. Methods commonly used in Social Studies

include the following: lecture, discussion, simulation, role play, fieldwork, team

teaching, project work and inquiry.

2.9.1 Lecture Method

Lecture which is the most frequently used method of instruction has dominated

formal education over the years. According to Merryfield and Muyanda-Mutebi

(1991) several researches in Africa indicate that Social Studies teachers use the

same expository, teacher-centered methods of teaching history, and geography.

Agyeman-Fokuo (1994) asserts, that the lecture method, which places emphasis on

40  
 
rote learning is the main method of teaching Social Studies in many colleges in

Ghana.

Vella (1992) sees the lecture as the formal presentation of content by the educator

for the subsequent learning and recall in examination by students. Lyule (1995)

adds that, the lecture is the oral presentation of instructional material. Bligh (2002)

gives a fitting summary of the outcomes associated with the lecture method as: “The

balance of evidence favours this conclusion. Use lectures to teach information.

From Bligh’s assertion it can be deduced that the purpose of lecture is to clarify

information to a large group in a short period of time. It is used primarily to cover

certain amount of content as it permits the greatest amount of materials to be

presented. It is normally characterized by the one-way communication. Ideas or

concepts are presented by the teacher while students listen and take down notes.

2.9.2 Discussion

An important way to involve students actively in what they are supposed to learn is

through discussion. This teaching strategy is characterized by the teacher raising a

number of pertinent questions on a theme or topic and inviting students to share

ideas, express their views or opinions on the topic or theme under discussion.

Brookfield (1991) describes discussion “as both inclusionary and participatory

because it implies that everyone has some useful contribution to make to the

educational effort and because it claims to be successful with actively involving

learners”

41  
 
Arends (1998) sees the discussion method as “an approach with three ingredients.

First, both student and teacher talk are required; students are expected to enter into

dialogue and conversation with academic materials; and students are expected to

practice and publicly display their thinking”. To Brookfield (1991), the purpose of

discussion “is to engender change in learners what teachers define as desirable

attitudes”. This is true and most suitable for Social Studies teaching which is full

of controversial issues.

Amoah’s (1998) study on the implementation of the Social Studies programme in

the senior secondary schools of the central region of Ghana established that

discussion is the most popular method used in teaching Social Studies, apparently

based on the fact that discussion ensures democracy in the classroom and also leads

towards achieving affective ends especially in Social Studies teaching.

2.9.3 Role Playing

One method which can be used in teaching concepts in Social Studies is role

playing. According to Clark (1973) role playing is an attempt to make a situation

clear or to solve a problem by unrehearsed dramatization. Shaftel and Shaftel

(1982) describe role playing as a group problem solving method that enables young

people to explore human problems in a spontaneous enactment followed by guided

discussion. Mellinger (1981) on his part defines role playing as structured activity

permitting students to take the part of a person in an imaginary situation and to act

the part in a realistic manner as possible. Role play then could be described as a

spontaneous acting out of a situation to show the emotional reaction of the people

42  
 
in a real situation. Its use in the classroom is to train students in effective problem

solving as students pick social problems for study (Martorella, 2001).

2.9.4 Simulation

Closely related to role playing is simulation. ASESP (1994) defines simulation as

“pretending, an imitation”. It further states that “in some cases simulation is role

playing an imaginary event that has a set of rules”. Giley (1991) defines simulation

as a technique which enables learners to obtain skills, competencies, knowledge or

behaviours by becoming involved in situations that are similar to those in real

situations.

Clark (1973) states that simulation combines role playing and problem solving and

it consists of students performing a contrived situation that duplicates a real

situation so that children will understand the real situation. Simulation then is a

model of physical reality. It tries to simplify a complex social reality.

The term simulation game is sometimes encountered. According to Martorela

(1994) simulations rely on gaming technique and consequently are sometimes

called simulation games. A simulation game is therefore a blend of simulation and

game which allows students to assume positions of other people and make decisions

for them. It does allow students to be less dependent on the teacher as they actively

participate in the lesson rather than as passive observers.

43  
 
2.9.5 Team Teaching

Social Studies with its wide array of specialized topics call for collaborative

teaching as a pedagogical method. For many Social Studies educators, one way to

address the problem of one teacher for one class is through team teaching (Booth,

Dixon Brown & Kohut, 2003). Team teaching according to Davis (1997) cannot be

easily defined. According to him there have been several contrasting definitions.

Bess (2000) defines team teaching as a process in which all team members are

equally involved and responsible for students’ instruction, assessment and the

setting and meeting of learning objectives. Goetz (2000) defines team teaching as

a group of two teachers working together to plan, conduct and evaluate the learning

activities for the same group of learners.

On the question of contrasting definitions, Davis (1997) on his part suggested that

team teaching refers most often to the teaching done in interdisciplinary course by

the several team members who have joined together to produce that course. To him

team teaching therefore involves a continuum of models and practices which are

only distinguishable from one another on the basis of collaboration within the

teaching team. In teaching therefore members are equally involved in all aspect of

the management and delivery of the subject (George & Davis-Wiley, 2000).

Maroney (1995) on her part identifies five models for teaching Social Studies

including;

- Traditional Team Teaching: In this case the teachers actively share the instruction

of content and skills to all students. A frequent application of this approach is

when one teacher presents the new information to the class while the other
44  
 
 teacher takes notes or constructs a semantic map on the overhead projector as

the students listen and observe. In Traditional Team Teaching both teachers

accept equal responsibility for the education of all students and are actively

involved throughout the class period.

- Complimentary, Supportive Team Teaching: This situation occurs when one

teacher is responsible for teaching the content to the student while the other

teacher takes charge of providing follow up activities on related topics.

- Parallel Instruction: The class is divided into two groups each teacher responsible

for teaching the same material to his or her students.

- Differentiated Split Class: This type involves dividing the class into smaller

groups according to learning needs, one teacher would challenge the learners

who grasped the concepts more quickly while one teacher would review or

challenge those who need further instruction.

- Monitoring Teacher: This situation occurs when one teacher assumes the

responsibility for instructing the entire class while the other teacher circulates

the room and monitors students understanding and behaviour.

From the definitions, these characteristics can be identified. First two or more

teachers share the responsibility of teaching a group of students at the same time.

Secondly, the regular class teacher or a coordinator plans the teaching of a topic

while other teachers are invited to teach an aspect of the topic which invariably

leads to collaboration.

45  
 
In spite of the potential problem inherent in team teaching due to lack of

collaboration and cohesiveness among team members, there are several

pedagogical advantages for teachers and students.

In the first place it overcomes the inherent traditional form of teaching

characterized by teacher isolation in the classroom as students receive instruction

from expert knowledge (Buckley 2000; Goetz, 2000; Letterman & Dugan, 2004).

Again, as exchange of ideas goes on in the classroom teachers learn new ways or

methods of teaching and this helps to foster professional development among

teachers. Additionally, team teaching can aid in improving friendship between

teachers.

On the other hand, students are exposed to a variety of teaching styles and

approaches which increase the potential for the team to meet the various learning

styles of students (Goetz 2000; Helm, Alvis & Willis, 2005). Students also benefit

through the opportunity to receive instruction from experts in specific areas of a

discipline’s knowledge base which exposes them to alternate issues. (Buckley,

2000). This is supported by Jacob, Honey, & Jordan (2002) when they pointed out

that, “the greater the number of members teaching as part of a team, the higher the

probability that a student will encounter a teacher who matches their learning style”.

2.9.6 The Project Method

The varied approaches to teaching Social Studies also call for the project method.

The project which had its origin in the professionalization of an occupation was

introduced in the curriculum so that students could learn at school to work

46  
 
independently and combine theory with practice. It is considered a means by which

students develop independence and responsibility and practice social and

democratic modes of behaviours (Knoll, 1997).

In Social Studies teaching the project method may involve a local study whereby

learners may be assigned to investigate and write a report about their local

community. The report could be approached collaboratively; areas to look for in

their community may include the location, occupation and festivals. Each group

writes a report and shares their ideas.

The project method has a varied advantage. It helps to deal with students who have

different abilities. One of the advantages of project work is that due to the

combination of group and individual activities the more skilled students can help

the lesser skilled ones and in so doing both benefits. The student who is a good

writer can help to revise and edit a weaker writer’s essay; the learning process is

therefore integrated (Peterson, 1999). On the other hand, in project work, students

develop skills of analyzing and formulating hypothesis; through this, students come

to a logical understanding of the problem or issue to be solved.

2.9.7 Fieldwork

Fieldwork may be explained as the teaching and learning which takes place outside

the classroom or laboratories, usually planned and organised to take place within

the school, the environs of the school, the local community or outside the local

community. According to Hayford (1992) fieldtrips are planned excursions to sites

beyond the classroom for the purpose of obtaining information and provides an

47  
 
opportunity for first hand observation of phenomena. It is for this reason that

Tamakloe (1991) recognizes that the nature of the learning experience should

therefore enable the student to collect information in his immediate and wider

environment. Both Hayford and Tamakloe see fieldwork as an important tool for

Social Studies teaching and learning. Their remarks remind teachers to move away

from situations where students and teachers are completely fixed in the four walls

of the classroom.

Varying terms have been used to describe fieldwork. Kilpatrick (1965) uses the

term fieldtrips, excursions, study trips and educated walks. Even though Kilpatrick

uses the term excursions it does not mean fieldtrip is supposed to be sightseeing but

“educated walks” which means the purpose of fieldwork is educational knowledge

to be gained by learners.

Fieldwork activities can be organised under three stages these include pre-

fieldwork activities, fieldwork activities and post fieldwork activities. Duration of

fieldwork depends on the objectives and the amount of work to be studied.

Phenomenon studies can be of economic, historical, geographical or cultural

importance. Fieldwork is advantageous because it provides the student the

technique of problem solving and critical thinking, group work procedure, the

locating and interpretation of information from books and other sources. As

Anderson & Piscitella (2002) observed fieldtrip activities have long lasting

consequences for students, typically involving memories of specific social context

as well as specific content. If Social Studies teaching is to be successful fieldwork

activities become prominent.

48  
 
2.9.8 Inquiry Method

The nature and objectives of Social Studies in Ghanaian Senior High Schools

emphasize students’ familiarity with their physical and social environment. This

therefore calls for inquiry method, described as a teaching learning situation which

emphasizes students’ active participation in the learning process (Akintola, 2001).

Inquiry methods are advantageous because as students solve problems themselves

they are able to retain and remember. Through inquiry students become familiar

with needs and problems in their environment (Kadeef, 2000). It is therefore a

highly recommended method for handling Social Studies lessons as it develops

pupils’ ability to inquire, investigate and discover.

2.9.9 Resource Persons

The most important resource of a community is its people. Within the community

there are individuals who possess special skills which can be tapped for the benefit

of students. A resource person can be described as someone other than the regular

class or subject teacher who is well versed or knowledgeable in an area of learning

or experience who may be called upon to facilitate learning. The resource person is

therefore supposed to have a richer experience in his area of specialty than the

teacher.

In teaching Social Studies, a resource person may be picked from the immediate

locality or outside. Among those who may be invited include doctors, nurses,

village heads and police officers. These people can be invited as guest speakers

(Melinger, 1981). The need for a resource person becomes necessary as the teacher
49  
 
may not have the first-hand knowledge in an area he or she is teaching. The

presence of resource persons makes lesson more exciting as it breaks down

teacher’s familiarly with learners’.

2.10 Related Research

Wilkins (2010) indicated that “teachers and students’ attitudes can and do influence

instructional practice. Understanding teachers’ attitudes toward all subjects can

provide additional information that could help explain differences in the

instructional practices associated with the different subject areas. A review of the

related literature revealed little research about Social Studies education and the

curriculum in Jordan. Most studies focused on higher education; none focused

specifically on middle and high school education.

Alazzi and Chiodo (2004) conducted an examination of the content in Social

Studies textbooks. Their questionnaire addressed curriculum, textbooks, teaching

methods, learning objectives, and education experience. Based on his analysis of

Social Studies textbooks, curriculum, and teaching methods, the researchers

emphasized a strong need for improvement in the current Social Studies curriculum

in Jordan’s middle schools. They found that all aspects of the Social Studies

curriculum needed significant improvement based on western standards.

Alajaji (1999), Banjar (1984), & Al-Thuwaini (1986) conducted studies on

teachers’ attitudes towards Social Studies curricula in Saudi Arabia. The three

studies concluded that Social Studies teachers believe all aspects of Social Studies

curricula need to be improved and developed. Al-Aklobi (1992) surveyed the

50  
 
attitudes of Social Studies teachers and supervisors toward Social Studies education

in boys’ secondary schools in the Saudi Eastern Province. He found that the

teachers and supervisors have negative attitudes toward Social Studies.

Alazzi and Aldowan (2011) conducted an evaluation of Jordan’s tenth grade Social

Studies curriculum. The researchers discussed both the status of Social Studies, and

the problems present in the curriculum as viewed by Social Studies teachers. The

textbooks were studied to determine their strengths and weaknesses. Their research

suggested that the Social Studies objectives did not assist students in their

development of critical thinking or critical inquiry.

In the United States, Lawson, (2003) surveyed 100 tenth grade students and 100

twelfth grade students in order to determine their attitudes towards the various

academic areas. In the study, English, mathematics, and reading were ranked ahead

of Social Studies. Participants described Social Studies as boring and far from

anything they could relate to in their life.

In recent research in the United States on student’s attitudes toward Social Studies,

Chiodo and Byford (2004) conducted a study inquiring into the attitudes students

possessed regarding Social Studies. They interviewed eighth and eleventh grade

students and found that two themes emerged. The first theme suggested that a

teacher’s involvement and enthusiasm led to positive images of Social Studies by

middle and high school students. The second theme suggested that student’s

positive attitudes toward Social Studies were based on their perceived utilitarian

value of the subject matter.

51  
 
Related to the area of student attitudes toward the Social Studies curriculum is

students’ attitudes toward the teacher. Alazzi & Chiodo (2004) founded that the

teacher- learning environment played a key role in shaping students’ attitudes about

Social Studies. Teachers who were willing to assist students in learning, showed

enthusiasm in the classroom, and paid close attention to student needs had a strong

effect on how students felt about Social Studies. The effective teacher was capable

of creating a positive learning climate in the classroom. Both classroom settings

and students’ attitudes could be altered to improve students’ thoughts of Social

Studies (Wheeler & Ryan, 1993). Mager (1978) indicated that attitude alone

contributed largely to teacher’s success. First, how a student judged a teacher was

linked to the students’ potential for developing an open-minded attitude about the

subject.

Comparing this study to earlier studies, Wilkins (2010) revealed that attitude of

teachers can also influence instructional practice. Wilkins further explained that

understanding teachers attitude helps to explain differences in instructional

practices. Most studies focused on higher education but this study focused on high

school education.

Social Studies needed significant improvement based on western standards (Alazzi

& Chiodo, 2004). Furthermore, a study conducted by Alajaji (1999), Banjar (1984),

& Al-Thuwaini (1986) on teachers attitude towards social studies curricula in Saudi

Arabia and was found out that all aspects of social studies need to be improved and

developed. Unlike this study, it focused on the attitude of students towards the

learning of social studies and their performance at the Accra Metropolitan

52  
 
Assembly. With this current study as compared to previous studies done, this study

is primarily looking at the attitude of students and its effect of performance. This

study also involves a large sample of seventy-two (72) which will promote varying

views with the help of using mixed methods through a purposive and simple

random sampling approach. It will therefore make recent findings differ from

earlier findings.

53  
 
 CHAPTER THREE

METHODOLOGY
3.0 Introduction

This chapter will focus on the methodology to be adopted for the study.

Specifically, the chapter will discuss the research design, study population, sample

and sample techniques, data collection instruments, validity and reliability of

instruments, data collection procedures, ethical considerations and data analysis in

the study.

3.1 Research Design

The descriptive survey is the research design for this study. This is because the

work involves the collection of data to answer research questions concerning the

issue. Descriptive survey also involves observation, description and documentation

of the situation as it naturally occurs.

According to Frankel and Wallen (2000), descriptive study has become popular

because of its versatility across various disciplines. They have further explained

that descriptive investigations have a broad appeal to policy analysts for planning,

monitoring, and evaluating. Frankel and Wallen (1993) noted further that there is

the difficulty of ensuring that the questions to be answered are clear and not

misleading because survey results can vary significantly depending on the exact

wording of questions. It may also produce untrustworthy results because they delve

into private matters people may not be completely truthful about. They further

maintained that questionnaires require respondents who can articulate their

thoughts well and sometimes even put such thoughts in writing. Getting a sufficient
54  
 
number of questionnaires completed and returned so that meaningful analysis is

made is another weakness of the descriptive study.

3.2 Study Population

The target population for the study comprised all Social Studies teachers in the

Accra Metropolitan Assembly. The study covered the public Senior High Schools

in the Metropolitan. The total population of all the Social Studies teachers in the

metropolis is eighty-nine (89). Since the population of Social Studies teachers in

the metropolis is 89 which is very small, all of them were used in the study.

3.3 Sample and Sampling Techniques

The total population of teachers handling Social Studies in the metropolis was used.

According to the Education Monitoring Information System (EMIS, 2019) of the

Accra metropolitan education office, the region has eighty-nine (89) Social Studies

teachers in the second cycle schools. The researcher therefore adopted Krejcie and

Morgan (1970) in determining the sample size. According to Krejcie and Morgan

(1970) a population of 89 is appropriate for a sample size of 72.

The researcher adopted the simple random sampling and purposive sampling

techniques. Simple random sampling technique was used to select the nine (9)

schools out of the thirteen (13) public schools in the Accra Metropolis by using the

lottery method. On the other hand, purposive sampling technique was adopted

because it clearly defines the characteristics of the research and clearly fits in the

objectives of the study. The researcher used the data given to him at the EMIS office

by using the lottery method to arrive at a sample size of 72. Below is the table;
55  
 
Table 1: Number of Social Studies Teachers in Second Cycle Schools in the
Accra Metropolitan

Name of School Number of Social Studies Teachers

Kinbu Sec.Technical 4
Accra Wesley Girls 5
Holy Trinity 3
Wesley Grammar 9
Sacred heart 5
Ebenezer 4
Achimota 11
St. Margaret Mary 5
Accra Girls 8
Accra High 10
Accra Academy 12
Kaneshie Sec/Tech 7
St. Mary’s 6
Total 89
Source: EMIS, (2019)

Out of these thirteen (13) schools above, the lottery method was used to select nine

(9) schools randomly to arrive at a sample size of 72. These schools are; Accra

Academy, Kaneshie Secondary Technical, St. Mary’s, Accra High School, Accra

Girls, Ebenezer Senior High, Wesley Grammar, Accra Wesley Girls’ and Achimota

School.

3.4 Data Collection Instruments

The main research instrument used to gather data was questionnaire made up of

close ended and open-ended questions. The questionnaire was used to elicit

information from Social Studies teachers in the selected Senior High Schools. The

56  
 
rationale for using questionnaire is that it is a quick way of collecting data. More

so, it is known to be quite valid and reliable if well structured (Sarantakos, 2005).

The question was categorized into five sections. Section “A” covered the biodata

of the respondents. Section “B” covered items on attitudes of Senior High School

students towards Social Studies. Section “C” covered items on factors that affect

students’ attitudes towards Social Studies. Section “D” covered items on ways of

improving students’ attitude towards Social Studies.

3.5 Validity and reliability of instruments

Validity and reliability play an important role in determining the quality of an

instrument designed for a research or study. According to Taale and Ngman-Wara

(2015), validity refers to the appropriateness of the evaluation instrument for a

given group of individuals and not to the instrument itself. In other words, validity

refers to the degree to which a research instrument measures what it is proposed for

and to measure. Reliability on the other hand as defined by Taale and Ngman-Wara

(2015) is the consistency with which a test measures whatever it measures from one

measurement to another, over and over again, over times. The questions in the

questionnaires and questions have undergone through validity and reliability.

3.6 Data Collection Procedures

The questionnaires were administered personally by the researcher after seeking

permission from the Heads of the schools. Respondents were assured that all

responses would be strictly treated as confidential. I visited the schools for the study

and have a personal contact with the teachers before administering the

57  
 
questionnaire. I explained the various sections in the questionnaire to them to aid

them to respond to the items. The respondents were given a day to complete the

questionnaire.

3.7 Ethical Considerations

Permission and approval were first sought from the Heads of the Senior High

Schools which were selected for this study. Individuals sampled for this study were

subjected to voluntary participation and they were guaranteed confidentiality and

anonymity. In order to ensure confidentiality, information obtained from the

respondents was kept secret whilst their identity was kept anonymous to ensure

anonymity. They were assured that whatever information they gave would be used

only for academic purposes and would be protected.

3.8 Data Analysis Plan

The responses from the data were analyzed. The data collected were coded,

described and statistically analyzed and interpreted. The main statistical techniques

for the interpretation were frequencies and percentages which were then presented

in the form of tables. This was done using Statistical Package for the Social

Sciences (SPSS) version 23.0.

58  
 
 CHAPTER FOUR

FINDINGS AND DISCUSSIONS

4.0 Introduction

This chapter dealt with the results and discussion on the data collected from the

field. The chapter has been divided into two. The first section of the chapter focused

on the background information of the respondents while the second section

concentrated on the main discussions.

4.1 Analysis of the questionnaire

4.1.1 Background Information of the Respondents

This section focused on the background information of the respondents who were

Social Studies teachers in the Accra Metropolis in the Greater Accra Region of

Ghana. The background information of the teachers which were considered in this

section included; gender, age, level of education, marital status of the teachers and

the number of years the teachers have been teaching social teachers in the Senior

High School.

Table 2 shows the background information of the Social Studies teachers. From the

Table, half (50.0%) of the respondents were males whilst half (50.0%) were

females. Again, majority (52.8%) of the teachers were either 35 years or below, 18

(25.0%) were between 36-40 years, 8 (11.1%) were between 41-45 years, 8 (11.1%)

were between 46-50 years and none of the teachers were above 50 years. This

means that majority of the teachers who were involved in the study were youth.

59  
 
Table 2: Demographic Information of the Respondents
Freq. %
Gender Male 36 50.0
Female 36 50.0
Age 35 Years and Below 38 52.8
36-40 Years 18 25.0
41-45 Years 8 11.1
46-50 Years 8 11.1
51 Years and Above 0 0.0
Level of SSS/SHS/O'Level 0 0.0
Education A'LEVEL/Post-Secondary 0 0.0
Diploma/HND 5 6.9
First Degree 47 65.3
Master’s Degree 20 27.8
Other (Please Specify) 0 0.0
Marital Status Single 38 52.8
Married 34 47.2
Divorced 0 0.0
Widowed 0 0.0
Number of Years 5 Years or Less 40 55.6
of Service 6-10 Years 8 11.1
11-15 Years 8 11.1
16-20 Years 8 11.1
More Than 20 Years 8 11.1
Source: Field Survey, (2019)

It is important therefore to assess the effect of these youths on the attitude formation

of the students. Moreover, 47 (65.3%) of the respondents agreed that they have First

Degree whilst 20 (27.8%) of the respondents had their Master’s and 5 (6.9%) of the

respondents had either Diploma or Higher National Diploma (HND). This means
60  
 
that all the respondents had completed their tertiary education and may therefore

possess adequate knowledge on the subject matter which the study seeks to

uncover. Furthermore, more than half (52.8%) of the teachers were single, 34

(47.2%) of the teachers were married, whilst none of the teachers were either

widowed or divorced. This means that majority of the teachers were single. Again,

40 (55.6%) of the teachers have taught Social Studies for 0-5 years, whilst 32

(44.4%) of the teachers have taught for more than 5 years. This means that majority

of the teachers who were involved in the study have taught Social Studies for some

period. This may be enough knowledge to provide appropriate responses for the

items on the instrument.

This section dealt with the discussion of the main data to answer the research

questions that were posed to guide the study. In view this, the discussion is done

based on the research questions pertaining to the current study.

Views of teachers on students’ performance in Social Studies

The teachers were asked to assess the performance of Social Studies in Senior High

Schools in the metropolitan in their own view.

It was revealed by majority of the teachers in the metropolis representing 86.1%

that students performed excellent in Social Studies. It was also revealed by the some

of the teachers (91.7%) from the selected schools that performance of students’ in

Social Studies was very good. Furthermore, 33% of teachers were also of the view

that students performed averagely in Social Studies whilst 61.1% asserted that

performance in the subject was satisfactory thus very good interims of result. One
61  
 
teacher also said that most students are on the average, whilst a few are good as

about 30% normally fail in Social Studies. Lastly, majority of teachers representing

90.3% did not accept the view that students performance in Social Studies was

weak.

One teacher said:

Students actually see the subject to be a very interesting one

therefore they learn to make sure they get good grades.

Another teacher also said:

The students’ performance is good in Social Studies. This is

because the subject teaches about daily life issues which

they can relate and apply very well.

4.1.2. Research Question 1: What is the attitude of students in the Accra

Metropolitan Assembly towards Social Studies?

Research question one sought to examine the responses of the teachers on the

attitudes of students in the Accra Metropolis towards Social Studies. The results are

presented in Table 3

62  
 
Table 3: Attitude of Students towards Social Studies
Strongly Strongly
Disagree Disagree Agree Agree
Freq. % Freq. % Freq. % Freq. %
Senior High School
students are
punctual during 0 0.0 11 15.3 45 62.5 16 22.2
Social Studies

Students show
interest in Social 0 0.0 3 4.2 51 70.8 18 25.0
Studies

Students are
committed to
learning Social 0 0.0 14 19.4 46 63.9 12 16.7
Studies
Students find
Social Studies 24 33.3 35 48.6 11 15.3 2 2.8
classes very boring

Students find it
easy in learning 2 2.8 10 13.9 44 61.1 16 22.2
Social Studies

Students take
Social Studies
0 0.0 22 30.5 46 63.9 4 5.6
assignment
seriously
Source: Field Survey, (2019)

Data from Table 3 above shows the responses of the teachers on the attitude of

students towards Social Studies. The results indicated that 61 (84.7%) of the

teachers agreed that on the punctuality of students and 11 (15.3%) disagreed.

Paying attention to the interest of students in Social Studies, the results portrayed

that 69 (95.8%) of the teachers agreed that students show interest in Social Studies

and 3 (4.2%) disagreed. Owing to the commitment of the students in learning the

subject, 58 (80.6%) agreed and 14 (19.4%) disagreed.

63  
 
Additionally, 13 (18.1) of the teachers agreed that students find Social Studies

classes very boring whilst 59 (81.9%) disagreed. Furthermore, majority 60 (83.3%)

of the teachers agreed that students find it easy in learning Social Studies and 12

(16.7%) disagreed. Finally, the results highlighted that 50 (69.5%) agreed that

students take Social Studies assignments seriously and 22 (30.5%) disagreed.

The teachers were asked that what other attitudes of senior high school students are

exhibited towards social students in the metropolitan. Some said that the students

lack of enthusiasm and interest in the subject. It was said that the students

sometimes do not show much seriousness in group work and presentations. They

are also lazy in writing Social Studies notes and if they have their way, they will

not study Social Studies. The students are of the opinion that the subject is not

difficult, thus they do not attend class during Social Studies lessons. Again, students

perceive Social Studies as a reading subject hence less commitment. They also have

the mentality that it is easy to pass the subject “Social Studies”. One teacher said:

The students’ readiness to learn is there but sometimes feels

self-complacent.

Another added:

Most senior high students exhibit the attitude of

complacency. They think it is easy to pass and are always

satisfied with their lots.

64  
 
Another teacher also said:

Students are not all that serious in learning Social Studies

as they learn subjects like Mathematics and English. They

underrate the subject: they think some of the topics are

familiar. Some of the topics are technical so if we do not use

the right teaching, it makes it boring.

One added:

Students also see the subject as a less difficult one so they do

not actually pay attention when it is being taught.

Some teachers (10%) from Accra Academy were also of the view that:

Because most topics in Social Studies are easily relatable,

students do not really have the urge to seriously learn it.

One the contrary, the students also exhibits all seriousness towards Social Studies

since the course is a requirement. They also find the subject interesting and are

always ready to add their contributions and personal experiences to make lessons

very meaningful and more interesting. They are mostly likely to be involved in

group studies and discussions. The students also give constructive contribution and

they have knowledge about the subject because most topics are a part of their

everyday life. One teacher said:

This is a course student do not need remedial on. In other

words, it is fairly easy to pass Social Studies.

65  
 
One teacher added:

The students feel at ease in the study of Social Studies

lessons hence performance is always very good.

4.1.3 Research Question 2: What are the factors affecting students’ attitude

towards Social Studies?

Research question two sought to examine the factors that affect students’ attitude

towards Social Studies. The results are presented in Table 4.

66  
 
Table 4: Factors That Affect Students’ Attitude towards Social Studies
Strongly Strongly
Disagree Disagree Agree Agree
Freq. % Freq. % Freq. % Freq. %
Well-trained
teachers 2 2.8 3 4.2 37 51.3 30 41.7

Lack of teachers’
ability to explain
concepts in Social
4 5.6 33 45.8 19 26.4 16 22.2
Studies to
students

Teachers’
inability to train
students in 0 0.0 29 40.3 33 45.8 10 13.9
critical thinking

Most Social
Studies teachers
in the metropolis
are not interested
12 16.7 37 51.3 19 26.4 4 5.6
in teaching
controversial
issues

Teachers’
inability to give
needed assistance 6 8.3 37 51.4 25 34.7 4 5.6
to students

Teachers’
inability to use
different teaching
4 5.6 27 37.5 35 48.6 6 8.3
methods in Social
Studies classes

Inadequate
teaching and
0 0.0 19 26.4 35 48.6 18 25.0
learning materials

Inability of Social
Studies teachers
0 0.0 16 22.2 42 58.4 14 19.4
to employ
resources persons
Source: Field Survey, (2019)
67  
 
Results from Table 4 show the responses of the teachers on the factors that affect

students’ attitude towards Social Studies. 67 (93.0%) agreed that well trained

teachers affect that attitudes of students towards Social Studies and 5 (7.0%)

disagreed. It was discovered that 35 (48.6%) of the teachers agreed that lack of

teachers’ ability to explain concepts in Social Studies to students affected students’

attitude towards Social Studies whilst 37 (51.4%) disagreed.

For responses of the teachers on the fact that teachers’ inability to train students in

critical thinking affected their attitude towards Social Studies, it was revealed that

43 (59.7%) agreed and 29 (40.3%) disagreed. Relating to the statement on the fact

that most Social Studies teacher in the metropolis are not interested in teaching

controversial issues it was found out that 23 (32.0%) agreed and 49 (68.0%)

disagreed.

In addition, majority 29 (40.3%) agreed that teachers’ inability to give needed

assistance to students affected their attitude towards Social Studies whilst 43

(59.7%) disagreed. Moreover, 41 (56.9%) agreed that teachers’ inability to use

different teaching methods in Social Studies classes affected their attitude towards

Social Studies whilst 31 (43.1%) disagreed. Furthermore, the issue of inadequate

teaching and learning materials cannot be left out in this discussion. On the basis

of that it was indicated that as 53 (73.6%) agreed, 19 (26.4%) disagreed. Finally,

56 (77.8%) agreed that the inability of Social Studies teachers to employ resource

persons affected students’ attitude towards Social Studies whilst 16 (22.2%)

disagreed.

68  
 
In line with these findings is that of Tamakloe (1988) who emphasized the need for

well trained teachers to teach Social Studies. Aggarwal (2001) who made it

abundantly clear that Social Studies more than any other subject requires well

trained teachers. Newman (1980) argues that bona fide discussion is usually

suppressed by some teachers with the belief that the purpose of teaching is to

transmit fixed knowledge to students. Levitt and Longstreet (1993) who stated that

most Social Studies teachers are unwilling to take up in the classroom the

controversies that arise in society that must be addressed in Social Studies lessons.

The teachers were asked that what other factors affect students’ attitude towards

Social Studies in the metropolitan. Some teachers said that lack of adequate

classrooms, lack of better perspective of the subject, lack of dedicated tutors, lack

of exposure to the real world, lack of teaching and learning materials in teaching

Social Studies, constant teachers absenteeism, inadequate instructional time on the

school time table for teaching Social Studies, the large size of students in class, the

time allocated to the period (last period of the day), students inability to read Social

Studies notes and understand it, students perceptions about the subject as they

considered it cheap, teachers inability to embark on field trips to help learners in

the learning process, teachers inability to mark exercises for prompt feedback and

teachers personal disposition towards students all influences students attitude

towards the subject “Social Studies”.

One teacher added that the subject is normally learnt when examination is due.

Also, concept as explained in abstract form, inadequate TLMs, students’ perception

69  
 
about Social Studies and inadequate professional teachers in Social Studies also

affect students.

One of the teachers said:

The inability to take students for excursion for them to get

firsthand information on some issues affects them.

Some said:

Most students underestimate the subject and therefore

exhibit lackadaisical attitude towards its learning.

Students become complacent, thinking that they would

automatically pass Social Studies even if they do not give it

the needed attention.

Students have the mentality that the subject is easy to pass

hence refuses to put in extra efforts in the subject.

4.1.4 Research Question 3: How can students’ attitude towards Social Studies

be improved?

Research question four concentrated on how students’ attitude towards Social

Studies can be improved. The results are presented in Table 5.

 
 
70  
 
Table 5: Improving Students’ Attitude towards Social Studies
Strongly Strongly
Disagree Disagree Agree Agree
Freq. % Freq. % Freq. % Freq. %
Provision of
competent teachers
0 0.0 7 9.7 31 43.1 34 47.2
for the subject

Teachers should be
able to explain
concepts in Social
Studies very well to 0 0.0 1 1.4 43 59.7 28 38.9
the comprehension
of students

Social Studies
teachers should be
interested in teaching 0 0.0 9 12.5 37 51.4 26 36.1
controversial issues

The students should

be trained to think 0 0.0 4 5.6 40 55.6 28 38.8
critically

Social Studies
teachers should use
different teaching 0 0.0 2 2.8 40 55.5 30 41.7
methods
Teachers should be
readily available to
give students the 0 0.0 1 1.4 43 59.7 28 38.9
needed assistance in
Social Studies

There should be the

provision of
adequate teaching
0 0.0 1 1.4 33 45.8 38 52.8
and learning
materials

Social Studies
teachers should
engage resource
0 0.0 3 4.2 25 34.7 44 61.1
persons in areas
where they find
difficulties
Source: Field Survey, (2019)

71  
 
Table 5 presents the results on how students’ attitude towards Social Studies can be

improved. It was displayed that 65 (90.3%) of the teachers agreed that there should

be the provision of competent teachers for the subject and 7 (9.7%) disagreed. Also,

71 (98.6%) agreed that teachers should be able to explain concepts in Social Studies

very well to the comprehension of students whilst 1 (1.4%) disagreed. Again, 63

(87.5%) of the teachers agreed that Social Studies teachers should be interested in

teaching controversial issues and 9 (12.5%) disagreed. On training students to think

critically, it was revealed that 68 (94.4%) agreed and 4 (5.6%) disagreed. Regarding

the use of different methodologies by teachers, it was revealed that 70 (97.2%)

agreed and 2 (2.8%) disagreed.

In addition, 71 (98.6%) agreed that teachers should be readily available to give

students the needed assistance in Social Studies whilst 1 (1.4%) disagreed.

Furthermore, the results displayed that with 71 (98.6%) agreeing that there should

be the provision of adequate teaching and learning materials 1 (1.4%) disagreed.

Finally, 69 (95.8%) agreed that Social Studies teachers should engage resource

persons in areas where they find difficulties and 3 (4.2%) disagreed.

Here, the teachers were asked how the attitude of students towards Social Studies

can be improved in the metropolitan. One of the teachers said that the attitude of

students towards Social Studies can be improved by employing experienced

teachers who are not only interested in teaching but have the excellence of students

at heart. Another teacher added that the teachers have to educate the students on the

importance of studying the subject. Field trips for real life experience with what has

been taught have to be organized. Adequate teaching and learning materials and
72  
 
also engaging of resource person must be emphasized. Teachers are also obliged to

make the subject interesting and attractive. There should be regular organization of

seminars on Social Studies for both teachers and students. Student should be

educated on the fact that, a good grade at WASSCE can give them good courses or

programme at the university. Students must be given assignments in group. They

should also be encouraged to think critically during lessons.

One teacher said:

Social Studies should be interactive by bringing in examples

that student can easily relate with.

Again, it can be improved by making use of different methods of teaching. Students

must be educated on the benefit of the subject to their personal lives and the country

at large. They must be helped to do presentations on controversial issues. They

should be encouraged to develop positive mindset about Social Studies. Teachers

must assist students towards the study of Social Studies. They must be willing to

tackle social issues irrespective of the topic at hand. They must embark on field

trips. They must be punctual, use of right teaching and learning materials and give

students research assignments to help broaden their scope of the subject. All these

good measures will help shape students’ attitude towards the subject. They should

engage students practically in the lesson. They should relate what they teach to the

social environment. They should use the role-play method to allow students

participation in the teaching and learning of the subject. According to Clark (1973)

role playing is “an attempt to make a situation clear or to solve a problem by

73  
 
unrehearsed dramatization”. Shaftel & Shaftel (1982) described role playing as “a

group problem solving method that enables young people to explore human

problems in a spontaneous enactment followed by guided discussion”. One teacher

said:

The attitude of students towards Social Studies will be

improved in the metropolis by teachers using different

teaching methods.

Another also added:

The Government or Ghana Education Service should

provide more than one reading material in Social Studies.

One said:

They should not only think it is a subject that can easily be

passed at WASSCE but they should make a conscious effort

to study it well to get better grades.

One also said that the teaching of Social Studies should be made more practical.

There could also be exchange programmes between teachers. There should be

exposure of students, students should be motivated enough to think outside the box.

Students should be thought to change their perception on the subject as cheap.

74  
 
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

This chapter presents the summary of the study, the conclusions and the

recommendations. It also covers areas for further studies.

5.1 Summary

The principal purpose of this study was to examine the attitude of students’ towards

the learning of Social Studies and performance in the Accra Metropolitan Assembly

in the Greater Accra Region of Ghana. The researcher used descriptive survey as

the research design and questionnaires were used as the research instrument to

collect data from the students. A sample size of seventy-two (72) Social Studies

teachers were sampled through the simple random sampling and purposive

sampling technique. The results of the study were analysed and presented in simple

frequency and percentage tables which were generated from the Statistical Package

for the Social Sciences (SPSS) version 23.0.

Respondents provided answers to three research questions which are:

1.   What is the attitude of students in the Accra Metropolitan Assembly

towards Social Studies?

2.   What are the factors that affect students’ attitude towards Social

Studies?

3.   How can students’ attitude towards Social Studies be improved?

75  
 
 5.2 Key Findings

The following were the key findings that emanated from the study.

1.   Students in the Accra Metropolitan Assembly performed averagely in

Social Studies.

2.   Students have positive attitudes towards Social Studies. This is evident from

the punctuality of students during Social Studies class, students’ interest in

Social Studies, students’ commitment to learning Social Studies and

students taking Social Studies assignments seriously.

3.   Factors that affect students’ attitude towards Social Studies include;

teachers not showing interest in teaching controversial issues, teachers’

inability to give needed assistance to students, teachers’ inability to use

different teaching methods in Social Studies classes, inadequate teaching

and learning materials and inability of Social Studies teachers to employ

resource persons in times of difficulty.

4.   Students’ attitude towards Social Studies can be improved by providing

competent teachers for the subject, teachers being interested in teaching

controversial issues, teachers employing different teaching methodologies,

teachers being readily available to give students the needed assistance in

Social Studies, adequate provision of teaching and learning materials and

teachers engaging the services of resource persons in areas of difficulty.

76  
 
5.3 Conclusions

From the findings of the study, the researcher can conclude that students in the

Accra Metropolitan Assembly performed averagely in Social Studies. It should be

noted that students have positive attitudes towards Social Studies. Additionally,

factors that affect students’ attitude towards Social Studies include; teachers not

showing interest in teaching controversial issues, teachers’ inability to give needed

assistance to students, teachers’ inability to use different teaching methods in Social

Studies classes, inadequate teaching and learning materials and inability of Social

Studies teachers to employ resource persons in times of difficulty. Finally, it can be

concluded that students’ attitude towards Social Studies can be improved by

providing competent teachers for the subject, teachers being interested in teaching

controversial issues, teachers employing different teaching methodologies, teachers

being readily available to give students the needed assistance in Social Studies,

adequate provision of teaching and learning materials and teachers engaging the

services of resource persons in areas of difficulty.

5.4 Recommendations

From the key findings and the conclusions drawn from the study, the following

recommendations are made;

1.   The Ghana Education Service should recruit professional teachers to

teach Social Studies in Senior High schools. This will help in giving

them knowledge to become excellent students’ in Social Studies.

77  
 
 2.   Teachers of Social Studies should make the class lively to solve the

problem of period boredomness on the part of the learners in the

teaching and learning process.

3.   There is the need for a tripartite collaboration among the Ministry of

Education, Ghana Education Service and other Non-governmental

educational organizations to provide the needed teaching and learning

materials for the teaching and learning of Social Studies.

4.   Teachers of Social Studies should employ different methodologies in

in teaching the subject.

5.5 Areas for Further Studies

Based on the findings from the study, the following suggestions were made for

further research:

1.   In order to have a broader view of the factors affecting the teaching and

learning of Social Studies it is recommended that further studies should

be conducted using other Senior High School students in other regions

or metropoles.

2.   Further studies should be conducted on the attitudes of students and

teachers towards the teaching and learning of Social Studies

3.   Further studies should be conducted on the use of audio-visual materials

in the teaching and learning of Social Studies.

4.   We recommend that further studies should be conducted on the

appropriate teaching methods in the teaching of Social Studies.

78  
 
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 APPENDIX
APPENDIX A
QUESTIONNAIRE
University of Education, Winneba
Institute for Distance and e-Learning
POST-GRADUATE DIPLOMA IN EDUCATION
QUESTIONNAIRE FOR TEACHERS
This is a simple and a brief instrument meant to solicit data on “The effects of
students’ attitude towards teaching and learning of Social Studies on performance
in the Accra Metropolitan Assembly in the Greater Accra Region of Ghana”. The
researcher is a student at the University of Education, Winneba and this
questionnaire forms part of the project work for Post-Graduate Diploma in
Education. Please be assured that it is purely for an academic exercise so all your
responses will be kept strictly confidential.

SECTION A: BIO DATA OF RESPONDENTS

Please tick (√) the responses applicable to you
1.   Gender Male [ ] Female [ ]
2.   Age
35years and below [ ]
36-40 years [ ]
41-45years [ ]
46-50years [ ]
51years and above [ ]
3.   Level of education
(a). SSS/SHS/O’LEVEL [ ]
(b). A’LEVEL/Post-Secondary [ ]
(c). Diploma/HND [ ]
(d). First Degree [ ]
(e). Master’s Degree [ ]
(f) Others (please specify) ………………………………………………….
4.   Marital Status
(a). Single [ ]
(b). Married [ ]
(c). Divorced [ ]
(d). Widowed [ ]
5.   Number of Years of service
(a).5years or less [ ]
(b).6-10 years [ ]
(c).11-15 years [ ]
(d).16-20 years [ ]
(e). More than 20 years [ ]
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 SECTION B: ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS
TOWARDS SOCIAL STUDIES
Statement SA A D SD
1.   Senior High School students
are punctual during Social
Studies class
2.   Students show interest in
Social Studies
3.   Students are committed to
learning Social Studies
4.   Students find Social Studies
classes very boring
5.   Students find it easy in
learning Social Studies
6.   Students take Social Studies
assignments serious
7.   What other attitudes of Junior High School student are exhibited towards
Social Studies in the metropolis?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
SECTION C: FACTORS THAT AFFECT STUDENTS ATTITUDES
TOWARDS SOCIAL STUDIES

Statement SA A D SD
1.   Well trained teachers

2.   Lack of teachers’ ability to

explain concepts in Social
Studies to students

3.   Teachers’ inability to train

students in critical thinking

4.   Most Social Studies teacher

in the metropolis are not
interested in teaching
controversial issues

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 5.   Teachers’ inability to give
needed assistance to
students

6.   Teachers’ inability to use

different teaching methods
in Social Studies classes

7.   Inadequate teaching and

learning materials

8.   Inability of Social Studies

teachers to employ resource
persons

9.   What other factors affect students’ attitude towards Social Studies in the
metropolis?
………………………………………………………………………………
………………………………………………………………………………
……………………………………………………………………………..
SECTION D: WAYS OF IMPROVING STUDENTS’ ATTITUDE
TOWARDS SOCIAL STUDIES

Statement SA A D SD
1.   Provision of competent
teachers for the subject
2.   Teachers should be able to
explain concepts in Social
Studies very well to the
comprehension of students
3.   Social Studies teachers
should be interested in
teaching controversial issues
4.   The students should be
trained to think critically
5.   Social Studies teachers
should use different teaching
methods
6.   Teachers should be readily
available to give students the

95  
 
 needed assistance in Social
Studies
7.   There should be the
provision of adequate
teaching and learning
materials
8.   Social Studies teachers
should engage resource
persons in areas where they
find difficulties
9.   How can the attitudes of students towards Social Studies be improved in the
metropolis?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………

96  
 

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