Abstract:
This research was carried out in 13 Senior High Schools in the Cape
Coast Metropolis with the aim of evaluating the impacts of national
educational reform programmes (1974-2007) on the Senior High School
Social Studies Curriculum. Data collected were analysed with the use of SPSS
version 21. The study adopted the descriptive survey research design. The
study employed both the quantitative and qualitative methods which provided
the researcher the opportunity to corroborate findings across data sets and thus
reduce the impact of potential biases that could have existed in a single study.
Data were collected through self-administered question as well as analyses of
relevant documents. A population of 113 respondents, comprising 7 Head
Teachers, 18 Assistant Head Teachers and 88 Social Studies Teachers drawn
from 13 Senior High Schools is the Cape Coast Metropolis, were census for
the study.
The Curriculum Evaluative Model adopted for this study was the CIPP
model propounded by Stufflebeam (1971). Major finding depicts that there are
a lot of unmet needs and problems in all the reforms implemented in Ghana
regarding the objectives, and the general implementation of these reforms. It
was found that social studies education in senior high schools can play a very
significant role in the development of the nation only if appropriate measures
would be employed to ensure its effective teaching and learning.
It is recommended that proper planning should be done before any
educational policy would be implemented in Ghana
