BIMBILA COLLEGE OF EDUCATION

ASSESSING THE IMPACT OF TEACHING AND LEARNING OF SOCIAL

STUDIES ON THE EDUCATIONAL DEVELOPMENT OF STUDENTS OF JILO

HIGH SCHOOL

BY

SULEMANA SHIRAZU
 ABSTRACT

The study examines the impact of the teaching and learning of social studies on the

development of the Ghanaian child. The research employed qualitative approach using a

case study. Case study research, allows the exploration and understanding of complex

issues. The target population consisted of 50 social studies teachers and students of Jilo

Junior High School. The research revealed that the discipline of Social Studies

contributes to three key areas of development of students. Knowledge, skills and values

are developed from students testing of behaviors. Respondents emphasized that the study

of Social Studies is pivotal to the academic development of students. Because of its

importance, the government of Ghana is committed to ensuring the provision of high

quality Social Studies teachers in our educational system through the universities in the

country. As the studies of social studies helps citizens to figure out students’ role in

society as well as their place in history. By knowing the past citizens learn how

institutions, traditions and ideals change as society modernizes.

 CONTENTS

ABSTRACT...................................................................................................................................ii

CONTENTS..................................................................................................................................iii

CHAPTER ONE............................................................................................................................6

GENERAL INTRODUCTION.....................................................................................................6

1.1 Background of the Study.....................................................................................................6

1.2 Statement of the Problem....................................................................................................8

1.3 Objective of the Study..........................................................................................................8

1.4 Research Questions..............................................................................................................9

1.5 Significance of the Study.....................................................................................................9

1.6 Limitation of the Study........................................................................................................9

1.7 Delimitation of the Study...................................................................................................10

1.7 Organization of Chapters..................................................................................................10

CHAPTER TWO.........................................................................................................................11

LITERATURE REVIEW...........................................................................................................11

2.1 Introduction........................................................................................................................11

2.2 Development of a Child.....................................................................................................11

 2.3 Meaning of Social Studies..................................................................................................15

2.4 The Scope of Social Studies...............................................................................................19

2.5 Historical Overview of the Social Studies Programme in Ghana..................................21

2.6 Conclusion...........................................................................................................................25

CHAPTER THREE.....................................................................................................................26

METHODOLOGY......................................................................................................................26

3.1 Introduction........................................................................................................................26

3.2 Sampling Strategy..............................................................................................................27

3.3 Research Design and Justification....................................................................................27

3.4 Data Collection...................................................................................................................28

3.5 Data Types and Sources....................................................................................................28

3.5.1 Secondary Data............................................................................................................28

3.5.2 Primary Data...............................................................................................................29

3.6 Research Instrument..........................................................................................................29

3.7 Ethical Considerations.......................................................................................................30

CHAPTER FOUR.......................................................................................................................31

FINDINGS AND RESULTS.......................................................................................................31

4.1 Introduction........................................................................................................................31

4.2 Views of Scholars on Objectives and Significance of the Study of Social Studies.......31

4.3 Data Presentation...............................................................................................................33

 4.3.1 Development of Knowledge........................................................................................33

4.3.2 Attitudes and Values...................................................................................................34

4.3.3 Skills..............................................................................................................................35

4.4 Discussion of Data..............................................................................................................36

4.4.1 Development of Knowledge........................................................................................36

4.4.2 Attitudes and Values...................................................................................................37

4.4.3 Skills..............................................................................................................................38

4.5 Conclusion...........................................................................................................................39

CHAPTER FIVE.........................................................................................................................41

SUMMARY, CONCLUSION AND RECOMMENDATION..................................................41

5.1 Introduction........................................................................................................................41

5.2 SUMMARY........................................................................................................................41

5.3 Conclusion...........................................................................................................................42

5.4 Recommendations..............................................................................................................43

Bibliography.................................................................................................................................44

APPENDICES..............................................................................................................................48
 CHAPTER ONE

GENERAL INTRODUCTION

1.1 Background of the Study

Social Studies is a key tool in this changing world. It serves as the foundation of the

social development across the countries. It acts as an agent of change which transforms

an individual to be an effective citizen of society. Society, in traditional sense, is formed

by citizens who live within same boundaries and share a common culture. However, with

globalization, a society can be identified as a structure which embodies citizens who have

different languages, religions and ethnicity. Societies’ aim is to develop constantly to

meet the needs of its members, to live in better conditions, to live in harmony with

citizens who have diverse characteristics and to be skilled. In this sense, skilled citizens

can contribute to the constitution of a skilled society. It could be stated that skilled

citizens are those who are sensitive to social problems, constantly develop themselves,

have high order thinking skills, adopt national and universal values, and can adapt to the

information and communication era.

In the quest to promote a society of skilled citizens, a reflection on education and culture

may result in a better qualified society made up of responsible and critical citizens

(Hesse, Muller & Rub, 2008). Education meets the need of individuals in a society, it’s a

tool that develops the qualified man force of a society. Education could also be said to

have an important place in providing the welfare and happiness of both individuals and of

the society. In recent years, in expressing the development levels of countries, the focus
has been on the ratio of man force of countries as well as on the per capita income

(Hosgorur and Gezgin, 2005). Educating citizens as responsible, conscious and skilled

man force is important for the present and future of societies (Aral and Gursoy, 2001).

Development of citizens in many aspects through education is the basis of creating

socially, culturally, economically and politically developed societies with skilled labour

force (Cilga, 1999). In other words, for societies with skilled labour force, citizens should

be exposed to a qualified education starting from early ages. Education provided at

schools is of great significance considering the fact that citizens supposedly attend these

institutions.

In order to reach a certain level of development, societies expect citizens to have skills

such as being cooperative, effective in communication, problem solving, critical thinking,

using technology effectively, conflict resolution, being empathetic, being assertive and

productive (Peter, 2005). Besides, with increasing information, citizens are asked to have

the skill of using information effectively. In achieving the above goal, the Ministry of

Education in Ghana introduced Social studies as one of the integrated subjects in the

Ghanaian educational system from the basic to the University level (Ampomah, 2017).

The social studies subject is designed to influence the beliefs and attitudes of learners. To

helps learners to grow in their understanding of and sensitivity to the physical and social

forces at work around them in order that they may shift their lives in harmony with those

forces (Jeromlimek, 1971).

Though social studies is a subject designed with good intention and goals, its success can

only be seen through effective evaluation. Central to this evaluation is the assessment of

learning outcomes. The evaluation is to determine how well the instructional programme
 and its intended objective have been achieved. Its evaluation could be successfully

attained by assessing the impact of teaching and learning of social studies on the

educational development of Ghanaian students.

1.2 Statement of the Problem

The introduction of social studies into the Ghanaian school curriculum was meant to

shape values, attitudes, provide character training, and help individuals to control their

emotions, have fellow feeling and develop love for the nation and fellow citizens. All

these are issues to be addressed by objectives in affective domain in social studies.

Despite these provisions in the social studies syllabi, the media have been reporting

horrendous cases of rape, murder, theft and other social vices among the youth many of

whom have been taught social studies. It is therefore, important to assess the impact and

influence of the teaching and learning of social studies in Ghanaian schools on the

development and moral formation of students. The present study was, therefore, designed

to find out the impact of the teaching and learning of social studies on the development of

the Ghanaian child.

1.3 Objective of the Study

The research aims to achieve the following objectives, to:

I. Describe the significance and impact of the study of social studies in the development of

the Ghanaian child.

II. Identify the factors that can lead to the enhancement of the teaching of social studies in

schools in Ghana.
III. Evaluate the advantages and deterrents affecting the effective teaching and learning of

social studies in Ghanaian schools.

1.4 Research Questions

The research answers the following questions:

I. What are the significance of the study of social studies in the development of the

Ghanaian child?

II. What factors enhance the teaching and learning of social studies in Ghana?

III. What deterrents hinder the effective and efficient teaching of social studies in Ghana?

1.5 Significance of the Study

The research sought to assess the impact of teaching and learning of social studies on the

educational development of the Ghanaian student. Findings from the research will be

helpful to aid in decision making and implementation on the issue relating to the

enhancement of the study of social studies. It will provide guidelines to ensure teachers

are well trained for effective delivery in class. It will also serve as a source of data for

future research.

1.6 Limitation of the Study

The research will be restricted to investigation on the impact of teaching and learning of

social studies on the educational development of the Ghanaian student. The study will

lack relevance to represent Ghana as a whole as many geographical areas was not

represented. The study is also faced with the challenge of data collection as it is faced
with the challenge of acquiring written books in the area of study. Therefore, the research

adopted to electronic supplements of written books and articles on education.

1.7 Delimitation of the Study

Despite the various limitation of the study, the research considered the various scholarly

views around the world to gather information on the impact of the study of social studies

on the academic development of students. Therefore, the findings of the research quit

reflect the general population of the study.

1.7 Organization of Chapters

The research will be organized into five chapters. Chapter One focuses on introductory

issues of the research. Chapter two discusses the various scholarly arguments in the

literature review. Chapter three emphasize on the methodology of the research. Chapter

four analyses the impact of teaching and learning of social studies on the educational

development of the Ghanaian student and final chapter deals with the conclusion,

summary and some recommendations.

 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

The relevance of education and development of children has led many scholars to

research in the area. The current section therefore reviews some of the scholarly work

done by researchers on the development of children and the study of social studies. The

first section of the literature review focuses on the developmental process of children.

The second section deals with the overview of social studies. It examines the meaning,

scope and history of social studies in Ghana.

2.2 Development of a Child

Childhood development theories and theories of learning are extensive and

cannot be adequately covered in this short desk-based review; neither is the purpose to

do so. However, it is acknowledged that child development stages relating to physical,

cognitive, emotional and social development have a profound impact on learning.

Some of the most important research on childhood development related to learning has

been undertaken by Rowan Oberman and her colleagues in Ireland (Ruane, 2010;

Oberman, 2012; Oberman, 2014). The research of Oberman (2014) and her colleagues

suggested that introducing a learning perspective into early childhood education, using
open-ended and active methodologies, supports the development of global citizenship

skills, attitudes and understanding. The research of Ruane, (2010), Oberman, (2012,) and

Oberman, (2014) was developed through three phases. The first phase examined young

children’s engagement with global justice issues; the second phase explored possible

strategies for including global citizenship education in early childhood educational

settings; and the third phase tested a draft global citizenship education programme.

Ruane, (2010), Oberman, (2012,) and Oberman, (2014) support and evidences the

beneficial nature of starting to teach global learning and development education from

basic school. They reveal that using activities with global learning concepts and

objectives has the potential of positively influencing children’s understanding of both

local and global issues. Their evidence is strongly rooted in an analysis of child

development. The key theories of which are outlined below.

Oberman, (2014) states that, according to the Piaget’s theory of child development,

Moral stage theory consists of two stages: the heteronomous stage and the co-operation

and autonomy stage. In the heteronomous stage, the younger child is a moral realist,

focusing on the consequences of an act, and due to his/her egocentric nature is unable to

sympathise with the protagonist. S/he is concerned only with rules and duties and

obedience to authority figures. From the age of six, children move into the stage of moral

subjectivism, where moral acts are judged on the intention of the protagonist rather than

the consequences of the act itself (Mitchell and Ziegler, 2007).

However, Kohlberg (1981) refined Piaget’s moral stage theory and developed a three-

level, six-stage theory of moral reasoning. Pre-conventional stages (1 and 2): the

behaviour of the moral thinker is defined by the fear of negative consequence or reward.
Conventional stages (3 and 4): the conventions of society come into play and behaviour is

determined by the expectations of the family or local community. Post-conventional

stages (5 and 6): move beyond societal or cultural conventions to develop abstract

notions of justice, with the rights of others taking precedence over obedience to rules.

Oberman (2014) changed his focus to discuss Vygotsky’s Zone of Proximal Development:

Vygotsky (1994) developed the importance of the social world in cognitive development

and takes into account the communicative or social and cultural contexts of the learning.

He states that developmental researchers have increasingly drawn on theoretical

frameworks which account more adequately for social and cultural dimensions of early

development, informed especially by Vygotsky’s ‘Social Constructivist’ theory

(Woodhead, 2003). In this view, the young child’s development is as much cultural as it

is natural. Stages are embedded in social practices as much as in processes of maturation.

In fact, children’s development might most accurately be described as ‘naturally cultural’

(Woodhead et al., 2003).

Russell (2007) however studied 7-8-year-olds over a four-year period and focuses on

thinking skills and moral concepts children draw on to discuss a variety of complex

issues including those of rights, justice, fairness and inclusiveness. Children of this age

are able to: “reflect on moral issues, to engage each other, make reasoned judgements,

justify their reasons, and change stance in light of opinions of others”. Children’s ability

to see a situation from another’s perspective and to think outside the boundaries of rule-

bound morality develops as they get older, as does their ability to reflect on their own

thinking and beliefs.

Oberman (2014) further considers the Cognitive-Developmental Theory (CDT): by

emphasizing that children’s attitudes to other national, ethnic and racial groups are

informed by their cognitive and socio-cognitive development. CDT is heavily influenced

by Piagetian theory, where up to the age of 6-7 children favour the in-group and exhibit

strong prejudice against out-groups. This prejudice is heavily reduced between the ages

of 7-12 when children begin to attribute more positive traits to the out-group and more

negative traits to the in-group. Aboud (2008) recognises the influence of socialisation on

children’s intergroup attitudes, predominantly children of ethnic minorities. These

children do not always exhibit the pronounced in-group bias in their intergroup

interactions before the age of 6-7. Aboud (200) also acknowledges the impact of the

media, education and parental discourse on children’s cognitive mindsets but argues that

their impact is dependent on the children’s own cognitive abilities.

On Social Identity Development Theory (SIDT) Oberman and Nesdale (2014) identifies

four phases in the development of children’s intergroup attitudes:

i) Before the age of 2-3, children are unaware of cues regarding people’s race, ethnicity

and nationality.

ii) Age 3, children become aware of people’s race, ethnicity and nationality along with

awareness that they are members of the in-group.

iii) At age 4 children are likely to develop in-group bias. It does not suggest that they

dislike out-groups, but rather favour the in-group.

iv) At 7 years plus: children develop negative prejudice against out-groups as their focus

moves outwards (not all children enter phase four as it is dependent on their
internalisation of prejudices). Any perceived reduction in prejudice as children grow

older can be a result of them becoming more aware of social sensibilities regarding the

expression of prejudice against out-groups (Nesdale,2004, Oberman, 2014).

The Social Identity Theory (SIT) emphasizes on systematic social group differences in

children’s geographical knowledge of other countries and intergroup attitudes, rather than

the premise that knowledge and attitudes develop consistently in relation to age. Cited

studies include (Barrett, 1996).

A summary of developmental milestones by the Institute for Human Services for Ohio

(2008) indicates that young children of 3-6 years tend to be ego-centric, illogical, magical

thinking and their activities are mainly self-directed. These children develop as they

progress through primary education until around the age of 12 years they are able to think

hypothetically and have awareness of the consequences of their thoughts and actions

(Institute for Human Services for Ohio, 2008). This includes an increased understanding

of the effects of their behaviour on others, and the ability to predict this. This conceptual

thinking develops further as learners’ transit to secondary and sixth form education. In

the late adolescent stage (15-17) insight and perspective taking is well advanced and

there is greater consideration of other’s values and beliefs. Cognitive skills have

advanced to enable thought processes to either reject or accept hypothesis or possible

outcomes in relation to behavior (Dennis, 2010).

2.3 Meaning of Social Studies

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. Longstreet and Shane (1993) indicate that, the question of

definition has plagued the field of social studies since its inception in 1916. Similarly,

Bar, Barth and Shermis (1977) are of the view that the field of social studies is caught up

with ambiguity, inconsistency and contradiction that represents a complex educational

enigma which defies any final definition acceptable to all. 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 mishmash 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.
This is a clear agreement 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 guideline and

statement of purpose for social studies‖ (p.726).

Educators have never agreed on common definitions, that is whether the subject uses a

singular verb ―is or a plural verb ―are (Zevin, 2000). McClendon (1965) indicated that,

a professional usage demonstrates convincingly that the term social studies is properly

regarded as a plural verb. This 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. A careful analysis of this shows that, it has explained 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 on one another for survival. Martorella (1994) said: 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 in dividuals, groups and

societies, and application of the selected information to citizenship education. Linguist

(1995) also gave a definition of 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.

Martorella (1994), Tamakloe (1994) and Linguist (1995) have the opinion that social

studies should be taught with the view of inculcation and promotion of citizenship with

the use of concepts, themes and values from the social sciences. It is evidently clear in the

definitions stated by Martorella (1994) and Linguist (1995) that, the social science

subjects are the base in the teaching and learning of social studies. In other words, they

are the 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 sustainable living. Whereas 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, geography in social studies curriculum talks

about land forms, migration, climate, ecosystem and sustainable economic development

and economics is about the study of how we use resources to satisfy our wants and needs

and these are spelt out clearly in the social studies syllabus. 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 and Mallan, 1992). This is because, apart from

the social science subjects stated earlier, there are some other fields which add essential

understanding and competencies to social studies such as anthropology, political science,

sociology and social psychology (Welton and Mallan, 1992).

Though it may be true to an extent that the social sciences provide the foundational

concept-matrix for social studies, it seems that, social studies is broader in terms of

coverage than the individual social science subjects. Social studies writers like Bar and

Shermis (1977) define the subject and relate it to citizenship education as ― social

studies is an integration of experience concerning human relations for the purpose of

citizenship education. Hayford (1992) appears to have had the same idea but used

different words and stated that citizenship implies the acquisition of the knowledge and

skills needed for the promotion of democracy.

Similarly, the African Social and Environmental Studies Programme (ASESP,1994) sees

social studies as ― the integration of purpose of promoting and practicing effective

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

problems. Ministry of Education (MOE) social studies syllabus (2001) also defined social

studies as integrated bodies of knowledge, skills, and attitudes that will help the pupils

develop a broader perspective of Ghana and the world (p. iii). The official definition of

the National Council for the Social Studies [NCSS] (2003) 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.

All these definitions point out one distinct characteristic which is an indication that social

studies draw many fields of study and through critical thinking, all these fields are

integrated as a whole for students learning. 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 that: social

studies is that part of the elementary and secondary school curriculum which has the

primary responsibility 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.

What Banks (1990) means is that, learners need knowledge of the contemporary world in

which they live and its historical antecedent which guide individual to develop well as

good citizens. This definition endorses the use of concentric approach in the teaching and

learning of social studies. Hanna (1963) stressed as an expanding environment concept in

which schools centre their activities on the home, neighbourhood and the community.

Following this theory, the MOE has adopted it as a model for studying at schools which

started from the basic level. Though the concentric approach theory is well known, some

do not take it and this is indicated by some writers like Frazee and Aryers (2003) as 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. Even though there are dissenters against this
approach, it has come to stay in teaching and learning of social studies due to the

numerous advantages it has compared to the other approaches.

2.4 The Scope of Social Studies

The term scope as used in educational sector in syllabuses and textbooks, became very

popular after the World War II in 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). What Tamakloe (1994) meant was that, the scope of social studies was not stable

or did not dwell on one thing. Curriculum experts are yet to agree on what the term,

scope of social studies, is as it varies from writer to writer. Banks (1990) states that 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. And at the

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

democracy are offered. Martorella (1994) also writes that most educators would concede

that social studies gain some of its identity from the social sciences, such as history,

political science, geography, economics, sociology, anthropology and psychology.

In explaining the scope of social studies, MOE (2010) 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. Aggarwal (1982) stresses that 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 Tamakloe (1991), this can be possible if the content is

thematic in nature. He adds:

Themes such as the school community, 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 (p.46).
It must be emphasized, however, that social studies and social sciences are distinct fields

of study. 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 and 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 is 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.

2.5 Historical Overview of the Social Studies Programme in Ghana

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 need 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 left school. By the 1930s, the social studies programme had displaced history

with its expanding environment concept that is, the home, neighbourhood and community

(Ravitch, 2003). Social studies is, therefore, intended to provide an integrative education

aimed at students as decision makers.

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

Massachusetts Institute of Technology (MIT), USA where prominent African, British and

American educationalists addressed themselves to the issues of education 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 various sub- committees on social

studies, they decided among other things that, the teaching of geography, history and

civics as separate disciplines in the primary schools in Africa introduce artificial divisions

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 relationship

between the disciplines which later emerge as distinct field of learning (ASSP Report,

1977, p.57). 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. In 1967, 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.

Tamakloe (1988), says that 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:

Collecting and disseminating information of social studies projects in Africa and

elsewhere through reports, newsletter and original documents. 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. 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, as cited in Melinger, 1981, p. 314).
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.

On the Ghanaian scene, Bruce (1988) reported that, there had been attempts at

integration of a sort in the social sciences. Bruce (1988) observes that between 1950 and

1954, some form of integration appeared in the syllabus of teacher training colleges

notably, Wesley College at Kumasi, Government Teacher Training College at Accra and

Presbyterian Training College at Akropong Akuapem. 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‖ (p.16).

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 at 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.

Tamakloe (1976) claims that 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 group contended it should be called environmental studies‖ (p.16). 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.

With the advent of the Education Reform in 1987, the term social studies was once again

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

Research and Development Division (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 school 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. Since

1988 the subject has been referred to as environmental studies at the primary school

while at the junior and senior high schools, the term social studies is used. It has been

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.

2.6 Conclusion

Form the above reviews, it is observed that massive and intense research has been

conducted on the area of the study of social studies. However, the research conducted by

the scholars fail to address the issue of the study of social studies and its influence and
impact on the development of the Ghanaian child. However, the various literature

reviewed would aid in my research as they provide relevant information on the area of

the study of social studies.

CHAPTER THREE

METHODOLOGY

3.1 Introduction

The current chapter emphases on the methodology of collecting data and the profile of

the selected school as case study of the research. It explains the methodology of the study

so as to guarantee the validity and reliability of the study results.

3.2 Study Population

Target population describes a collection of individuals the researcher would like to

generalize his result on. In many cases, the study population involves entire members of a

distinct class of inhabitants, objects and events selected because their responses are

significant to the research questions (Michael and O'Muircheartaigh, 2008).

The target population consisted of 50 social studies teachers and students Jilo Junior High

School. I decided to use the entire social studies teachers in the school because the

number was not so large to take sample of it. Table 1 below indicates the various

population studied.
Table 1: Population of the Study

Studied Population Number

Teachers 3

Students 47

Total 50

3.3 Sampling Strategy

Purposeful sampling was employed to identify and explore what Patton (2002) referred to

as information-rich cases. The strategy involved identified the particular school setting

and identifying particular teachers and students around which the study will proceed. The

specific potential school was identified (Jilo Junior High School) and contacted

appropriate authority for permission to conduct this inquiry. My sampling strategy was

consistent with Patton’s (2002) recommendation that surveys be used to determine

particular cases for in-depth follow-up.

3.4 Research Design and Justification

The research design employed is multiple-case study using qualitative approach. Case

study research, allows the exploration and understanding of complex issues. It can be

considered a robust research method particularly when a holistic and in-depth

investigation is required. Through case study methods, a researcher is able to go beyond

the quantitative statistical results and understand the behavioural conditions through the
actor’s perspective. Case study helps explain both the process and outcome of a

phenomenon through complete observation, reconstruction and analysis of the cases

under investigation (Tellis, 1997). I chose this design because it provides a clear

definition of the problems to be solved or the questions to be answered. This type of

research is non-experimental because it studies relationship between non-manipulated

variables in a natural rather than artificial setting (Ary, Jacobs and Razavieh, 1996).

3.5 Data Collection

The nature of the study necessitates the adoption of qualitative approach of data

collection. In view of this, qualitative methods of data collection were used in collecting

data in order to provide response to the research questions. The use of qualitative

methods of data collection aided to ensure comprehensiveness of the study and allowed

for adopting context specific tools and techniques to cover relevant issues. The next sub-

sections outline in detailed various data types and their sources, tools and methods used

to collect such data towards meeting the research objectives.

3.6 Data Types and Sources

Generally, the two main data sources employed in the research were primary and

secondary (Heaton, 2008). The primary and secondary sources of data are discussed

below.

3.6.1 Secondary Data

It is a form of data which has already been collected and organized by individuals and

agencies. They exist in magazines, newspapers, books, articles, and internets (Smith,

2008). Secondary data was collected prior to the actual field work. This involved
consulting relevant materials on the subject matter already in existence. There was

extensive use of internet sources to gather secondary information. Also, institutional

reports prepared by various organizations were consulted to collect relevant data.

Generally, among the secondary sources were books and information from libraries and

the internet where electronic books, journals, reports and web pages were consulted. With

respect to the study, secondary data collected included theories underpinning the study,

the effect of the teacher licensure examination towards enhancing education in Ghana.

Secondary data was used mostly in literature review with little application in the analysis

for comparison.

3.6.2 Primary Data

This is data collected directly from the study district through techniques such as

observation, interviews and discussions (Schmid, 2013). As part of the study, empirical

data collected from primary sources were used to supplement secondary data. The

primary data were collected from the field through interviews, observation and focused

group discussions. These were used to meet research objectives for which secondary data

could not capture. This was done using scientific procedures to collect data from

stakeholders. Examples of some primary data collected were the on teaching and learning

of social studies and its impact on the development of students. These data were collected

using various tools and techniques which are discussed in the next section.

3.7 Research Instrument

The research instrument that was used is a questionnaire designed to cover the relevant

themes if the study. Closed-ended and some open-ended types of questions were used.
Highly structured, closed-ended questions are useful in that, they can generate

frequencies of response amenable to statistical treatment and analysis.

In his opinion, Oppenheim (as cited in Cohen, Manion, and Morrison, 2007) stated that

questionnaires enable comparisons to be made across groups in the sample. These closed-

ended questions which may be dichotomous, multiple choice questions, contract sum and

rating scale are quick to complete and straight forward to code them. These can be done

using the Statistical Product for Service Solution.

Despite the above, there is a demerit of the closed ended questions been that, they do not

enable respondent to include remarks, qualifications and explanations to the categories

and there is a risk that the categories will be exhaustive and their might be bias in them

(Oppenhem, 2007).

3.8 Ethical Considerations

A number of strategies were used to protect the anonymity of participants in this study.

The specific teacher and students who participated in the study are not identified by name

in this report. These strategies served to protect the anonymity of participants and to

minimize any potential for harm. Teacher and student participation in this study was

entirely voluntary. Because I have no supervisory relationship with teachers at the study

site, there were no personal or professional repercussions for declining to participate. I

informed all social studies teachers and students at the study site about the goals and

procedures for this study during a regularly scheduled department meeting, and I asked

teachers and students to provide informed consent at that time, prior to participating in
this study. The researcher also seek permission form the school authority before the

research was conducted in the school.

CHAPTER FOUR

FINDINGS AND RESULTS

4.1 Introduction

The main focus of the study was to investigate the impact of the study of social studies on

the development of the Ghanaian child. The researcher chose Jilo Junior High School as a

case for the study. This chapter analyses data gathered from 50 teachers and students

from the school. However, before analyzing the views of students and teachers of Jilo

Junior High School, the researcher considers the views of scholars on the objectives of

the study of social studies.

4.2 Views of Scholars on Objectives and Significance of the Study of Social Studies.

Like the definition of Social Studies, it appears to have unlimited goals and importance.

According to Jasim “the subject prepares the individual to fit into society” (Jasim, 2008).

Again, it helps the learners to understand their society better; helps them to investigate

how their society functions and hence assist them to develop their critical and at the same

time developmental kind of mind that transforms societies (Jasim, 2008). To the Ministry

of Education Science and Sports the subject is designed to help the learners to: develop

the ability to adapt to the developing and ever-changing Ghanaian society; develop

positive attitudes and values towards individual and societal issues, develop critical and
analytical skills in assessing issues for objective decision-making; develop national

consciousness and unity; develop enquiry and problem-solving skills for solving personal

and societal problems and become responsible citizens capable and willing to contribute

to societal advancement (Ministry of Education Science and Sports, 2007). To Banks the

subject “is to prepare citizens who can make reflective decisions and participate

successfully in the civic life of the local community, nation and the world” (Banks,

1994). Martorella (1994) also shares a similar view point. He opines that the basic

purpose of Social Studies is to develop reflective competent and concerned citizens.

Collins (1994) asserts on the same line of thought that, the primary purpose of Social

Studies is “to help young people develop their abilities to make informed and reasonable

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

interdependent world”. It can be deduced from the above explanations that, there appears

to be similarities about the purpose and objectives of the subject, in that, it is to prepare

young citizens so that they possess the knowledge, skills and values needed for an

enlightened citizen to participate in society. According to Amankwa (2010) the body of

knowledge relevant to Social Studies Education should be what it calls “Social

Understanding”. Amankwa (2010) explains it as knowledge of human beings’ social

world. These includes a deep sense of appreciation for the people and places on earth,

their relationships, similarities and differences among them, the problems they encounter

and social trend and processes that are likely to shape the future. Social Studies also

inculcate in learners the right type of attitude, knowledge and values needed for the

survival of the individual and society. Aggarwal (1982) warns that the development of

desirable attitudes and values should not be done through indoctrination via lecturing or
 preaching, rather it should be the natural outcome of all the discussions and activities

carried on by the class. Aggarwal (1982) emphasizes that values and attitudes are caught

but not taught. This assertion confirms the fact that learners are to develop reflective

competent and become concerned citizens by studying social studies.

4.3 Data Presentation

Data collected is categorized into three major themes. The impact of the study of social

studies on the development of knowledge, attitude and morals, and skills. The

respondents are to decide on whether they agree or disagree with the options provided.

4.3.1 Development of Knowledge

Research Question 1: Do you agree or disagree on whether the study of social studies

contribute to the development of knowledge in the following areas?

Table 4.1

No. Areas of Knowledge Agree Disagree

No. No.
% %
1. Culture 50 0
100 0
2. Time, Continuity, and 45 5
Change 90 10
3. People, Places, and 49 1
Environments 98 2
4. Individual Development 36 14
and Identity 72 28
5. Individuals, Groups, and 30 20
Institutions 60 40
6. Power, Authority, and 42 8
Governance 84 16
7. Production, Distribution, 15 35
and Consumption 30 70
8. Science, Technology, and 29 21
Society 58 42
9. Global Connections 32 18
64 36
10. Civic Ideals and Practices 41 19
82 18
From table 4.1 of the data presentation it indicates that majority of the respondents are of

the view that the study of Social Studies helps in the development of knowledge.

4.3.2 Attitudes and Values

Research Question 2: Does the study of Social Studies aid in the development of the

attitude and values of students?

Table 4.2
No. Areas of Knowledge Agree Disagree
No. No
% %
1. Commitment to public 45 5
values of this society 90 10
2. Developing a reasoned 27 23
loyalty to Ghana and its 54 46
form of government.
3. Developing a feeling of 40 10
kinship to human beings 80 20
everywhere - to the human
family
4. Taking responsibility for 31 19
one’s actions and fulfilling 62 38
one’s obligations to the
Community
 Although there may be different views from respondents, the data in table 2 suggests that

majority of the respondents are of the view that the study of Social Studies develops the

attitude and values of students.

4.3.3 Skills
Research Question 3: Do you agree or disagree on whether the study of Social Studies

contribute in developing the following skills of students?

Table 4.3

No. Areas of Skills Agree Disagree

1. Listening to and No. No
expressing opinions and % %
reasons
2. Participating in classroom, 43 7
school, and community 86 14
decision making,
especially participating in
group discussions of
public issues(classroom,
community, international)
with persons with whom
one may disagree; leading
such discussions;
mediating, negotiating,
and compromising
3. Working cooperatively to 32 18
clarify a task and plan 64 36
group work
4. Accessing, using, and 29 21
creating community 58 42
resources
5. Using and making time 40 10
lines, maps, globes, charts, 80 20
and graphs
6. Intellectual Skills (critical 28 22
thinking and problem 56 44
 solving)
7. Inferring cause-effect 30 20
relationships 60 40
8. Distinguishing fact from
opinion
9. Making and evaluating 42 8
conclusions based on 84 16
evidence
Table 3 also reveals that respondents consider the study of social studies as a measure of

developing the intellectual skills of students.

The questionnaires administered also created the room for respondents to express their

views and understanding on the three main areas of development of the study of social

studies. Below is a summary of some of the views expressed by respondents as answers

to the open ended questions on the questionnaire.

4.4 Discussion of Data

4.4.1 Development of Knowledge

In the development of knowledge, respondents suggest that the different topics included

in the Social Studies curriculum for various age groups like – Festivals in Ghana,

Different types of Families, Clothes We Wear, Food We Eat, Our Country, States of

Ghana, My Community, and Socio-Religious Reforms help students to observe, learn and

understand human behaviour, values and attitudes and the interrelationships which exist

among different people. Further, they suggest that students come to know about the

different religions and cultures which exist in the world other than their own. They also

learn about the societal strata and norms of society and the need of various governing

bodies and other institutions. This in turn helps the students to develop a wider

perspective of society and the human condition.

Additionally, respondents also opined that other lessons in Social Studies related to topics

like My Family, My Neighbourhood, Community Helpers, Early Man, Great World

Leaders, etc. teach students about the various civilizations, movements and renaissances

that occurred over the years. This knowledge enables the students to understand how the

world and different societies have evolved, the important events that have occurred in the

past, enduring ideas and eminent personalities that have created an impact and affected

the lives of people both locally and globally. It also helps students to understand how

different societies are structured, managed and governed. This in turn helps students to

understand their place in the world.

On issues relating to the Earth, Solar System, Major Landforms, Water Resources,

Natural Vegetation and Wildlife Resources, Natural Disasters, Disaster Management,

Pollution, outer space, formation of different landforms; evolution of animals, flora,

fauna and man, water bodies, available resources, importance of conservation and

preservation, environmental impact on present life and future generations. Respondents

believe that this information helps students to eventually develop a holistic understanding

of their environment and the interrelationship which exists between the natural and

human habitats.

4.4.2 Attitudes and Values

It is a common knowledge that if any society, nation or state must succeed, she must have

certain core values to which she attaches considerable significance. These values which

developed through the study of Social Studies education are essentially the core values of

a democratic society (Joseph, 2014).

According to respondents, these core values include the belief in the worth and dignity of

every human being, personal freedom, equity and justice for all, discipline, integrity,

dignity of labour, social justice, religious tolerance, patriotism, self-reliance and a sense

of responsibility for and brotherhood with one’s fellows. They also include: respect for

certain governmental principles such as rule of law, due process of law, equal right under

the law and the idea of government by representation and consent.

Respondents of the study further state that the teaching and learning of social studies

helps in the development of the spirit of national identity and patriotism in students. This

is necessary for the purpose of integrating and strengthening a nation, especially if it has

won its freedom only recently or if its security is threatened in some form. But this

concern of national identity may occasionally take the form of national chauvinism and

the citizens of a country may develop a feeling that their country is always right.

4.4.3 Skills
Respondents disclose that the teaching and learning of social studies helps to Develop

Critical Thinking Skills of students. Social Studies inculcate higher order thinking

abilities and skills like – Comprehension, Application, Analysis, Evaluation and

Synthesis, Creativity in students. Learning a variety of topics such as – Natural

Resources, Water Resources, Transport, Communication, Caste System, Political

Ideologies, Social Reformers, Our Cultures, United Nations, etc give students a chance to

gain appropriate information and data in various contexts. The information gained allows

students to make relevant observations, identify similarities and differences, make

connections between related concepts, ideas and resources. Appropriate experiences

further enhance the students’ understanding about how different things and people affect
their day to day lives. A respondent gave an example that – in order to investigate

poverty in the society, students require knowledge of subjects like – History, Economics

and Politics. Students first have to gain information and comprehend ideas such as

discrimination, resource allocation and political priorities. They then need to understand,

analyze and evaluate the existing connections between those ideas and theories to make

sense of how poverty affects certain populations in the country. This knowledge can be

further put to use to foster creativity, if students are asked to think about ways or come up

with new solutions and policies which they think can help reduce poverty. They could be

given a chance to present their ideas in the form of debates, essays, role plays or class

projects.

Furthermore, learning about the different religions, social and cultural beliefs, castes and

creed, nationalities and ethnicity, values, languages, festivals, food and clothing, types of

families, etc makes students aware that the society they live in, is diverse and

multicultural and yet there is interdependence and inter-relatedness between different

people, families, cultures, religions and countries. This helps students to recognize the

benefits and challenges of living in a world with multiple cultures and ideologies. This

awareness helps them to understand the importance of democracy, rights and freedoms

and the fact that in order to live and coexist peacefully each and everyone needs to

respect, trust and balance the various opinions, values and attitudes, lifestyles, cultures

and practices and ideologies existing in society. Hence, enhancing their skills of living

with people with diverse believes and culture to promote tolerance.

4.5 Conclusion

The discipline Social Studies has come to stay in the educational system in Ghana. Since

students or learners are not full participants in several institutions of society, the task falls

to education and particularly Social Studies education to help them develop and interpret

societal values. The role of the Social Studies education is to supply the knowledge, skills

and values which will allow individuals to function more effectively in the institutions of

society. Knowledge, skills and values are developed from students testing of behaviors.

The level of success students obtains determine their habits and values that they

incorporate into their value complex.

 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction

This chapter seeks to summarize the findings of the study, draw conclusions,

recommendations, and areas for further studies.

5.2 SUMMARY

The research intended to examine the impact of the teaching and learning of social

studies in the development of the Ghanaian student. In achieving this goal, the research

meets the following objectives.

I. Identify the significance and impact of the study of social studies in the development of

the Ghanaian child.

II. Determine factors that can lead to the enhancement of the teaching of social studies in

schools in Ghana.

III. Expose the deterrents affecting the effective teaching and learning of social studies in

Ghana.

The research further answers the following questions:

I. What are the significance of the study of social studies in the development of the

Ghanaian child?

II. What factors enhance the teaching and learning of social studies in Ghana?

III. What deterrents hinder the effective and efficient teaching of social studies in Ghana?
The research employed qualitative approach using a case study. Case study research,

allows the exploration and understanding of complex issues. The target population

consisted of 50 social studies teachers and students of Jilo Junior High School. The

researcher decided to use the entire social studies teachers in the school because the

number was not so large to take sample of it.

The research revealed that the discipline of Social Studies contributes to three key areas

of development of students. Knowledge, skills and values are developed from students

testing of behaviors. Respondents emphasized that the study of Social Studies is pivotal

to the academic development of students.

5.3 Conclusion

In Ghana, Social Studies occupy a high profile in the Senior High School curriculum and

it is one of the core subjects to be studied at that level. Because of its importance, the

government of Ghana is committed to ensuring the provision of high quality Social

Studies teachers in our educational system through the universities in the country. As the

studies of social studies helps citizens to figure out their role in society as well as their

place in history. By knowing the past citizens learn how institutions, traditions and ideals

change as society modernizes. They also learn how cause and effect influence

relationships between individuals, groups and nations. As citizens, the study of history

gives them the chance to develop their research skills and the ability to think critically. A

sense of history gives citizens good background knowledge as they study other subjects.
 5.4 Recommendations

Considering the findings of the research on the impact of the study of social studies on

the development of students, the researcher makes the following recommendations.

 The researcher recommends that the topic on the attitude of students towards the study of

social studies must be highly considered for future research.

 Stakeholders in education such as the government, curriculum planners and supervisors

should play their roles such as provision of reference materials, adequate teaching periods

and regular programmes to complement the effort of social studies teachers.

 Teachers must be aware of and meet the needs of students in order to make Social Studies

instruction. By using the differences and natural consequences of the students in their

environment.

 Teaching Social Studies should include exploration of explicit questions that challenge

students’ thinking. This means going beyond a learner with some difficulty in mind

through meaningful questions. In order to mobilize this principle, teachers need to learn

how to prepare questions that will attract students to discuss.

 The teaching of social studies must develop and promote civic characteristics such as

individual responsibility, self-discipline, self-government, courtesy, respect for others’

rights, honesty, respect for law, open-mindedness, critical thinking, negotiation and

reconciliation, stability, public affairs, compassion and homeland love.

 Current educational technologies should be used effectively in Social Studies courses. In

the use of educational technologies, active participation of students in the course must be

ensured.
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APPENDICES

BIMBILA COLLEGE OF EDUCATION

SOCIAL SCIENCE DEPARTMENT

APPENDIX 1

QUESTIONNAIRE FOR STUDENTS

This questionnaire is an attempt to examine the impact of the study of social studies on

the educational development of the Ghanaian student. You are assured of

confidentiality as you fill this questionnaire. Thank you in advance for your

willingness, cooperation and timely responses. No need to write your name so, that the

information will remain anonymous and no one will be affected by it.

Please tick Agree or Disagree

A. Development of Knowledge

Research Question 1: Do you agree or disagree on whether the study of social studies

contribute to the development of knowledge in the following areas?

Areas of Knowledge Agree Disagree

 Culture

Time, Continuity, and

Change

People, Places, and

Environments

Individual Development and

Identity

Individuals, Groups, and

Institutions

Power, Authority, and

Governance

Production, Distribution,

and Consumption

Science, Technology, and

Society

Global Connections

Civic Ideals and Practices

B. Attitudes and Values

Research Question 2: Does the study of Social Studies aid in the development of the

attitude and values of students?

Areas of Knowledge Agree Disagree

Commitment to public
values of this society
 Developing a reasoned
loyalty to Ghana and its
form of government.
Developing a feeling of
kinship to human beings
everywhere - to the human
family
Taking responsibility for
one’s actions and fulfilling
one’s obligations to the
Community

C. Skills

Research Question 3: Do you agree or disagree on whether the study of Social Studies

contribute in developing the following skills of students?

Areas of Skills Agree Disagree

Listening to and expressing

opinions and reasons

Participating in classroom,

school, and community

decision making, especially

participating in group

discussions of public

issues(classroom,

community, international)

with persons with whom

one may disagree; leading

such discussions; mediating,

negotiating, and
 compromising

Working cooperatively to

clarify a task and plan group

work

Accessing, using, and

creating community

resources

Using and making time

lines, maps, globes, charts,

and graphs

Intellectual Skills (critical

thinking and problem

solving)

Inferring cause-effect

relationships

Distinguishing fact from

opinion

Making and evaluating

conclusions based on

evidence

Thank You.