Abstract:
The purpose of the study was to assess the competence of Social Studies
teachers of senior high schools in New Juaben Municipality in Eastern Region of
Ghana in teaching and assessing the affective domain. A census of 55 teachers
was taken from eight public senior high schools in New Juaben Municipality.
A 32-item questionnaire was used to collect data from these social studies
teachers. Areas examined included teachers’ competence in formulating affective
objectives, the extent to which teachers exhibit skills in teaching to achieve
affective learning outcomes, differences that teaching experience make in
teaching the affective domain as well as the techniques teachers employ in
assessing affective learning outcomes.
The results show that a large number of social studies teachers were not
abreast of the formulation of the affective objectives. The teachersignored the
affective domain entirely due to the fact that WAEC does not assess it in any way.
The study also revealed that teachers lacked the skills in teaching to achieve the
affective learning outcomes. They gave reasons that character, values and
attitudes are difficult to transform.
The study also showed that social studies teachers never used any
technique for assessing affective learning outcomes. It is recommended that inservice
training course is organised for the teachers to equip them on the task.The
coordinators for second cycle teachers should monitor social studies teachers in
teaching affective domain. The training institution should also strengthen the
teaching of the use of techniques for assessing the affective domain.
