Abstract:
An excellent education mostly depends on the capability and efficiency of
teachers. It is vital to examine the instructional practices of instructors since
the teacher is the principal actor in the education of students. 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. A descriptive survey design was employed for the
study. A sample size of 51 teachers was chosen using the census technique
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 with a questionnaire, they were analysed using frequency
counts, percentages, mean and standard deviations 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. Teachers' lessons were observed based on the
research questions and interpreted the matters mooted in the research
questions 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.
