History teachers’ competences in using historical inquiry method to teach history

Abstract

The purpose of this research was to assess history teachers’ competence in using the historical inquiry method in teaching history in the Senior High Schools (SHS) in the Upper East Region of Ghana. The cross-sectional design was employed in this study. The respondents comprised all 53 history teachers from 25 in the Region. A questionnaire and an observation guide were employed to gather the data. Descriptive statistics and multiple regression analysis were used to analyse the research questions and hypothesis. Findings revealed teachers possess high knowledge (M=4.04), positive attitudes (M=3.64), and positive perceptions (M=4.14) towards the method. Self-reported skills in historical inquiry were high (M=4.05-4.29), as was self-reported use of the method (M=4.18). However, observational data indicated moderate skill application (M=2.08-2.62) and moderate method use (M=2.25), highlighting a gap between perception and practice. Challenges include inadequate materials, insufficient time, and student difficulties. Teacher skills significantly influence method use (p<0.001), unlike knowledge or attitude. The study concludes that targeted professional development focusing on practical skills and resource provision is crucial to enhance effective historical inquiry implementation. The Ministry of Education must organise advance training sessions focused on deepening teachers' understanding of historical inquiry methods. School Administrators and History teachers should create a supportive environment that encourages the use of inquiry-based methods, providing opportunities for teachers to experiment with different approaches. History curriculum developers are encouraged to add exploration, and curiosity activities in history curricula. History teachers are entreated to implement more structured inquiry-based activities.