Examination of Senior High School Social Studies Teachers’ Instructional Practices in the Asokore Mampong Municipality

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.