Department of Business and Social Sciences Education

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. Being a mixed methods study, two main instruments including a self-designed questionnaire and observation guide together with a documentary analysis were employed for gathering data from teachers. After collecting the data, using the questionnaire, frequency counts, percentages, mean and standard deviations were utilised to analyse the data via Statistical Package for Social Sciences (SPSS), Version 22. Further, an observation guide was used to observe the lessons of the teachers. The observation guide was also adapted from the Centre for Teacher Professional Development, University of Cape Coast. Data analysis was done using descriptive and interpretive methods following the lessons observed. Being informed by the research questions, the researcher observed the teachers' lessons and interpreted the matters mooted in the lesson observation to validate the responses generated from the questionnaire. Documentary analysis on the other hand, was used to gather enough evidence concerning SST teaching. The study discovered SST to be moderately aware of the overall objectives of Social Studies, but lacked innovative techniques for teaching Social Studies. It was, therefore, suggested that repeated conferences and training are organised to update SST knowledge and skills of teaching.

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.

The purpose of the study was to find out the students’ perception of teachers personality and its effects on student’s academic performance in Senior High Schools in Cape Coast North Metropolis. The research study was undertaken to find out students’ perception of teachers’ extroversion, conscientiousness and openness and their effects on their academic performance in Senior High Schools in the Cape Coast North Metropolis. The study adopted a descriptive survey research design and the research instrument used was questionnaires. A sample size was 119 of Business Management students was used. The data was analyzed using (SPSS version 21). Descriptive statistics was used for analysis since the study was descriptive in nature. The analysis of our data involved the use of mean and standard deviation. The study showed that teachers’ who are associated with extroversion, conscientiousness and openness traits have an influence on the academic performance of students in Senior High Schools. The study came up with the following recommendations: the Ministry of Education and the Ghana Education Service should organize symposiums to offer training services to teachers on how to improve upon their personality traits. The Ghana National Association of Teachers (GNAT) should adopt checks and balances to make sure teachers comply with their codes and conducts. The school administration should organize training workshops from time to time to Business Management Teachers to upgrade or develop their personality. Finally, Business Management teachers should regularly assess themselves on their personality traits.

O objetivo do estudo foi analisar os efeitos de um programa de exercícios físicos sobre os sintomas depressivos e a percepção da Qualidade de vida (QV) de pacientes com Doença de Alzheimer (DA) e de seus cuidadores. Seis idosas realizaram um programa de exercícios físicos durante seis meses, outras seis compuseram o grupo controle. O Mini-Exame do Estado Mental, a Escala de Qualidade de Vida e a Escala de Depressão em Geriatria foram aplicados para avaliação das variáveis. Os dados foram analisados através de uma ANOVA "two-way" e correlação de Pearson, com nível de significância de 5% (p < 0,05).Os resultados mostraram que o programa proposto pode auxiliar na redução dos sintomas depressivos de pacientes com DA, mas não promoveu melhoras significativas na percepção da QV destes pacientes e nem de seus cuidadores. Entretanto menores comprometimentos da percepção da qualidade de vida foram observados em pacientes e cuidadores que eram fisicamente ativos.

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.

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.

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.

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.

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.

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.

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?

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.

The study examined preservice teachers’ self-efficacy in teaching cost accounting at the pretertiary level. It employed the descriptive cross-sectional survey design involving final year preservice accounting teachers at the University of Cape Coast. An adapted questionnaire referred to as Teacher Self-Efficacy and Mastery Experience Scale (TSEMES) was used to gather relevant data complemented by the academic records of the respondents to address the problem. The return rate of the instrument was 93%. Descriptive (frequencies, percentages, means, and standard deviation) and inferential statistics (simple linear regression) were used to analyse the data. The study found out that preservice accounting teachers were highly efficacious in classroom management compared to student engagement and instructional practices. Also, mastery experience had a positive influence on preservice accounting teachers’ self-efficacy in teaching cost accounting. Therefore, it was recommended that accounti...

This study seeks to look at the relationships among teachers’ academic qualification, availability of quality resources and the performance of students in Mathematics, English and Integrated science of Basic Schools at Kwahu-East in the Eastern Region of Ghana. The authors used a descriptive survey design which adopted the questionnaire, interview and observation in the collection of data. The authors used stratified random sampling in selecting 180 teachers whereas purposive sampling was used in selecting 27 headteachers and District Education Officers which used the Pearson correlation in the analysis. The study revealed that a teacher’s academic qualification obtained through education had no significant relationship with student’s academic performance in the respective subjects being measured by this study. The authors recommend that the Government of Ghana concentrate on providing continuing professional development (CPD) programmes that concentrate on practical situations in t...

The cultural movement centred on the Dark Mountain journal has generated considerable debate over the past ten years. In this report, one of Dark Mountain's co-founders discusses the reception of the project, the relationship to the emergence of the 'Anthropocene' concept over the same period, and the relevance of Dark Mountain thinking and practice to the theme of 'Endangered Knowledge.'