Papers by Asante George
East African Journal of Education Studies, 2025
Effective nurturing and adding worth to our customs, traditions, and culture signalise the signif... more Effective nurturing and adding worth to our customs, traditions, and culture signalise the significance of History in the school curriculum. History is a potent subject that requires the employment of diverse techniques to motivate learners' desire to understand the subject. Nevertheless, History as a subject has been plugged with a myriad of challenges that need to be addressed swiftly. The study sought to inquire about the effective implementation of the History curriculum in basic schools. A descriptive survey research design was adopted. A convenience sampling technique was used to gather data from 32 public school History teachers who resided in the municipal educational circuit with the researchers. Three independent experts in History education who did not have an interest in the study scrutinised the questionnaire items to ensure face, content and construct validity. Data were analysed using frequencies and percentages. The findings of the study showed that History teachers most of the time employed discussion, brainstorming and lectures during instructional delivery. However, debates and field trips were the least practised instructional delivery techniques. Also, inadequate teaching and learning resources, poor continuous professional development of teachers, inadequate funds for field trips, and limited content knowledge of History teachers were some challenges that limit the effective teaching and learning of History in basic schools. The study recommended that adequate provision of teachinglearning aids, in addition to continuous professional development for teachers, would improve their content knowledge in the subject. This would further improve the implementation of the History curriculum.
International Journal Pedagogy of Social Studies, 2025
Globalization is not a single, uniform force but rather a
dynamic and evolving process with a ran... more Globalization is not a single, uniform force but rather a
dynamic and evolving process with a range of outcomes—
positive, negative, and sometimes unintended. These
assertions show that globalization can help foster innovative,
creative and affluent political, economic and socio-cultural
practices, but can also lead to the growth of inequality,
widening the poverty gap in inter and intra-country, and
environmental destruction. This study explores the
perspectives of 214 tertiary students on globalization and its
influence on Ghana’s political and socio-cultural practices. A
descriptive design and a questionnaire were used for data
collection. The study revealed that the influence of
globalization on Ghana’s political landscape is multifaceted,
with significant implications for governance, international
relations, sovereignty, and political inclusivity. Also,
globalization is a transformative force that has introduced
diversity and innovation into Ghanaian cultural expressions.
The study recommends that Ghana carefully assess the
balance between its national policy autonomy and
international or global governance frameworks to
enhance productive capacity, promote economic, and foster
a stable financial and investment environment.
E-Palli Publishers, Delaware, USA, 2025
With barely half a decade remaining to achieve the UN Sustainable Development Goals (SDGs) target... more With barely half a decade remaining to achieve the UN Sustainable Development Goals (SDGs) targets outlined in the 2030 Agenda, and as part of the promise to equitable, inclusive, and quality education for all (SDG 4.5), the effective and efficient practices of girl-child education and empowerment are recognized. In qualitative case study fieldwork in the Ayensuano District in the Eastern Region of Ghana, data from 83 assistant headteachers during a workshop/conference on Child Labour Issues and Safe School Environment was gathered through unstructured discussion or interview. This was to better understand teachers' and parents' talk on basic education for teenage mothers in the light of Ghana's Inclusive Education Policy. The discussion discloses interesting perspectives from teachers and parents about adolescent mothers in the classrooms such as the uncritical behaviour of a "freebies" generation, the needless pampering of teenage mothers or expectant mothers which will be a form of insult to unmarried/childless/infertile teachers., the poorly resourced nature of our schools to cater for them, an addition to the already large workload of teachers, and a negative form of influence on 'good' or 'morally upright' students. Could these perspectives fit the "progressive" description of Ghana's Basic Education, the UN Sustainable Development Goal (SDG) 4.5, the Era of Leaving No Child Behind, and the hope of building the World We Want?
American Journal of Arts and Human Science (AJAHS), 2025
This study examined instructional practices that Senior High School (SHS) Social Studies teachers... more This study examined instructional practices that Senior High School (SHS) Social Studies teachers (SST) adopt in the Asokore Mampong Municipality, located in the Ashanti Region of Ghana. The study employed a descriptive research design. Using the census technique, a sample size of 51 teachers was chosen from six SHS. A self-designed questionnaire guide was used to gather data. Descriptive statistics were utilised to analyse the data. The study showed that SSTs are moderately aware of the overall objectives of Social Studies. Also, teachers employed the lecture and discussion technique frequently during instruction. However, teachers minimally integrated both teacher-centered and student-centered teaching techniques. They, therefore lacked innovative teaching techniques in Social Studies. The study recommends that repeated conferences and training should be organised to update Social Studies Teachers' knowledge and skills of teaching.
American Journal of Development Studies (AJDS), 2025
With barely half a decade remaining to achieve the UN Sustainable Development Goals (SDGs) target... more With barely half a decade remaining to achieve the UN Sustainable Development Goals (SDGs) targets outlined in the 2030 Agenda, and as part of the promise to equitable, inclusive, and quality education for all (SDG 4), the effective and efficient practices of multi-grade teaching are captured. In the context of case study fieldwork at a government rural basic school in Ghana, teachers were interviewed to better understand their practices of multi-grade teaching during this 21st-century global advocacy for quality teaching and learning in education. The interviews reveal interesting perspectives about the nature of the practice of multi-grade teaching and whether it could fit the "progressive" description of Ghana's basic education, and the UN Sustainable Development Goal (SDG) 4.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS), 2025
As the adage says 'when the last tree dies, the last man dies'. This signifies that, climate chan... more As the adage says 'when the last tree dies, the last man dies'. This signifies that, climate change can be abated when conscious efforts are put in place to harness the conservation of our natural environment. On the contrary, this present society is preoccupied with industrialization and development which has led us into this current quandary. This current study investigated Social Studies teachers' knowledge of climate change. A simple random sampling technique was employed for 40 public Junior High School teachers. Data was collected using Social Studies Teachers' Knowledge of Climate Change Questionnaire. Descriptive statistics with mean and standard deviation was utilized to analysed and present the data logically. The results of the study revealed that, Social Studies teachers have a robust knowledge of climate change and it measures to curb climate change in our natural environment. The study recommended that, in order to boast climate change education in both schools and communities, teachers should involve learners to perform pro-environmental activities in our environment. Also, the forestry commission, and the environmental protection agency should educate citizens on the need to protect our environment.
International Journal of Research and Innovation in Social Science (IJRISS), 2024
Our natural environment is seriously deteriorating which requires continual climate change educat... more Our natural environment is seriously deteriorating which requires continual climate change education. The teacher acts as the conveyor belt in maximizing learners' knowledge of our natural environment and its repercussions. The study inquired about climate change education in basic school: the role of Social Studies teachers. A mixed-method research design was utilized. A convenience sampling technique was employed for 30 public school Social Studies teachers. Data were collected using instructional methods of teaching climate change questionnaires and nine semi-structured interviews. Data were analyzed using descriptive statistics and interpretation. The findings of the study uncovered that the dominant instructional methods employed by Social Studies encompass discussion, field trips, and brainstorming. The challenges that obturate the teaching of climate change include inadequate funds to embark on field trips, inadequate teaching and learning resources, inadequate teachers' content knowledge, and inadequate time. The study recommended that teachers should practice a learner-centered method of teaching. Also, adequate teaching aids, in-service training, and funds should be provided to enrich teachers' effective teaching of climate change.
Open Access Library Journal, 2024
The process of converting curriculum plans or intentions into practice, that is to say moving fro... more The process of converting curriculum plans or intentions into practice, that is to say moving from page to playground, is agreed by curriculum experts as the most critical stage of the educational transformation development. This process sometimes meets challenges that may cause implementation failure. This study reviewed relevant literature on the series of curricula that have been implemented in Ghana from 1951 to 2019. In the review, some perceptions of teachers about the implementation of the recent and now-in-use Standard-Based Curriculum (SBC) were presented. The review was done through content analysis and teachers' interviews. The content of six curricula was reviewed and ten basic teachers were interviewed. The content analysis shows that two courses, Ghanaian History and Our World Our People (Citizenship Education) have been introduced at the foundational level through the SBC. Also, the main areas of emphasis for the SBC are Mathematics, English Language, Science, Creative Arts and Computer Literacy. The findings from the interviews show that teachers believe that the SBC would encourage group work, assist learners to get lifelong skills, prepare learners for the job market, promote inclusive education, promote gender equality, and promote Ghanaian culture and society. This was concluded that the current curriculum is updated and proactive as compared to the previous curriculum. However, they believe that the SBC lacks teaching and learning materials, and comes with the challenge of collaboration and management since teachers were not well trained to implement it. It is recommended that professional development workshops and in-service training should be organised periodically for practicing teachers, who will in turn mentor learner-teachers and also build on their experience to enhance teaching and learning.
Global Scientific Journal , 2023
The UN Sustainable Development Goals begin with education. Thus, the SDG 4 (ensure inclusive and ... more The UN Sustainable Development Goals begin with education. Thus, the SDG 4 (ensure inclusive and equitable quality education and promote lifelong learning opportunities for all) aims to empower and emancipate all humanity from the persistent and contemporary social problems. However, hunger, which is a UN Sustainable Development Goal (SDG) 2 (Eradication of Hunger/ Zero Hunger) aims to end all forms of hunger and malnutrition by 2030, is very high among the less privileged (poor, orphans, women, and school children) worldwide. Therefore, one of the critical goals to consider in the achievement of the SDG 4 for the total SDGs realization is the challenges hunger poses to these synergies. The aim of this review is to highlight prevalence rate of hunger among pupils, what teachers and hungry pupils perceive as barriers to adequate food availability or supply, ways or how pupils overcome (cope) with hunger, and how teachers and pupils perceive the impact of hunger on their academic performance. 30 relevent published research articles in peer-reviewed journals were reviewed (content analysis), in addition to ten interviews from teachers and pupils respectfully. Findings reveal that food is a necessity and motivation for learners. However, a very high number of learners globally experience hunger. Also, poverty, poor infrastructure, high rainfall, weak credit access, low technological knowhow and low educational status are some barriers to adequate, available, accessible and sustainable food supply to learners. Therefore, hunger reduction could be achieved through sustainable improvement of standard of living because educational performance is highly associated with the socioeconomic background of learners. Learners who are hungry for food perform poor academically.
Open Access Library Journal, 2023
Assessment is a vital aspect of curriculum practice. A prime concern of educational stakeholders ... more Assessment is a vital aspect of curriculum practice. A prime concern of educational stakeholders is how the outcomes of instruction affect students' need to transfer knowledge, ideals, and skills to the workplace. However, social studies teachers in junior high schools in Ghana dwell much on traditional assessment methods than authentic assessment methods. The study aimed to examine social studies teachers' knowledge and practice of authentic assessment in junior high schools. The specific objectives were to examine the knowledge, practices, and strategies of authentic assessment for social studies teachers. Explanatory sequential design (mixed-method) and the census were used to collect data from 127 social studies teachers in 85 junior high schools. A 50-item questionnaire and semi-structured interview guide aided the successful data collection. From the study, social studies teachers have positive knowledge of authentic assessment. About 75 per cent of teachers showed that they practice authentic assessment by asking students to collaborate, organise ideas with a purpose, and apply their knowledge to real-life problems. Also, the teachers showed that they give students assessment tasks based on social processes or real-life situations such as oral presentations and interviews, case study discussions, and story or text retelling. The study revealed that there was no statistically significant difference in Social Studies teachers' knowledge of authentic assessment concerning gender.
Universal Journal of Social Sciences and Humanities , 2023
Assessment is a vital aspect of curriculum practice. The study adopted explanatory mixedmethod ap... more Assessment is a vital aspect of curriculum practice. The study adopted explanatory mixedmethod approach and sequential research design. The population for the study comprised all Social Studies teachers in Junior High Schools in the Ayensuano District. Convenient sampling techniques and census method were used to select the district, and all the one hundred and twenty-seven (127) teachers who teach Social Studies in the junior high schools in the district. The main instruments used for data collection and analysis were questionnaire and interview guide. The quantitative data was analysed both descriptive and inferential statistical tools. The qualitative data was transliterated and coded based on themes. Pre-set themes were used to generate the transcript (text) data based upon the research questions and discussed. The study concluded that authentic assessment practices by Social Studies teachers included the occasional guidance they give to their students about how to interpret topics and situations into relevant tasks with a clearly defined goal, and how to relate their knowledge in practical challenges. The study also revealed that refined essays, oral presentations, interviews, case study discussions, and live performances as authentic assessment strategies or tools Social Studies teachers used in assessing their students' learning outcomes in lessons. The study indicated that large class size, traditional assessment (examination) system, insufficient logistics and infrastructure, a paucity of funds to begin various activities and programs, a lack of motivation from school administrators, time constraints and difficulty in developing some authentic assessment tasks coupled with assessing some lessons using authentic assessment method are some of the criteria that influence the effectiveness of authentic assessment execution in teaching Social Studies courses. It is recommended that educational leaders should provide the resources to motivate Social Studies teachers to use authentic assessments for students' learning in the classroom situation. It is also recommended that, Colleges of Education, Universities and National Teaching Council should organise professional development workshops and seminars to build the capacity of trained Social Studies teachers on the effective uses of authentic assessment practices.
Thesis Chapters by Asante George
Educational Journal, 2023
The objective of this study was to examine the benefits of authentic assessment practices to Soci... more The objective of this study was to examine the benefits of authentic assessment practices to Social Studies teachers in the Basic Schools of Ghana. This study was mixed-method research that adopted the explanatory sequential design. The census method was used to collect data from 127 Social Studies teachers in 85 junior high schools. A questionnaire of 71 items and a semi-structured interview guide aided the successful collection of data. Based on the findings of this research, authentic assessment assists Social Studies teachers in transforming concerns and situations into active learning with real-world applicability. They can align assessments very well with learning goals, create and organize ideas with a purpose and guide students to collaborate in their tasks. Teachers can the teachers coach their students on how to produce and arrange their thoughts with a purpose, as well as how to collaborate and cooperate with their classmates and school staff. They can guide students to think about their learning processes and control their learning, making informal observations about students' responses to instructions to help guide them on complex or higher-order thinking activities. It is recommended that teachers must incentivize instructors to use authentic assessments for students, and educational leaders should provide the resources to execute authentic assessment activities.it is also recommended that colleges of education and universities should emphasize both conventional and authentic assessment methods to build the capacity of trained Social Studies teachers.
Uploads
Papers by Asante George
dynamic and evolving process with a range of outcomes—
positive, negative, and sometimes unintended. These
assertions show that globalization can help foster innovative,
creative and affluent political, economic and socio-cultural
practices, but can also lead to the growth of inequality,
widening the poverty gap in inter and intra-country, and
environmental destruction. This study explores the
perspectives of 214 tertiary students on globalization and its
influence on Ghana’s political and socio-cultural practices. A
descriptive design and a questionnaire were used for data
collection. The study revealed that the influence of
globalization on Ghana’s political landscape is multifaceted,
with significant implications for governance, international
relations, sovereignty, and political inclusivity. Also,
globalization is a transformative force that has introduced
diversity and innovation into Ghanaian cultural expressions.
The study recommends that Ghana carefully assess the
balance between its national policy autonomy and
international or global governance frameworks to
enhance productive capacity, promote economic, and foster
a stable financial and investment environment.
Thesis Chapters by Asante George