Techno-Pedagogical Competence of Junior High School Social Studies Teachers in Adansi North District

Abstract

The study investigated the competence of Junior High School Social Studies teachers in terms of pedagogy and use of technology in the delivery of Social Studies content in the Adansi North District of the Ashanti Region of Ghana. The study used the cross-sectional survey design, with quantitative approach. The census method was used to involve all the Social Studies teachers in the Adansi North District. Questionnaires were used to collect data for the study. Means and standard deviations were used to analyse research questions 1-3 while one-way ANOVA, Pearson’ Product Moment Correlation and Independent Samples T-test were used to test hypotheses 1-3 respectively. The findings of the study revealed that all the respondents, irrespective of age or teaching experience, demonstrated high competence in relation to pedagogy. It was also revealed that blending technology in teaching of Social Studies content is challenging for respondents. Furthermore, the study found out that most of the respondents had low levels of competence regarding techno-pedagogy. Recommendations were made that the Ghana Education Service and the Ministry of Education should strongly consider implementing Information Technology (ICT) development and coaching programmes for aspiring and in-service teachers. This will help improve delivery in the classroom. Again, there may be the need to intensify the development of other specific areas where teachers face challenges in the teaching of Social Studies. Considering the integrated nature of Social Studies, there will be the need for continuous learning and upgrade of knowledge on contents which emanate from other social sciences programmes.