Influence of Social Studies Teachers Exposure to Postqualification Professional Development on the Performance of Senior High School Students in Social Studies: A Case Study of Central Region of Ghana

Abstract

The performance of Senior High School students in social studies in West African Secondary School Certificate Examination (WASSCE) has become a source of worry to stakeholders particularly parents in recent years. Social studies is a core subject that a candidate need to pass by (obtaining grades between A1-C6) before gaining admission into most postsecondary schools in Ghana. The study therefore concerned itself with the influence of Social Studies teachers’ exposure to post-qualification professional development on the performance of Senior High School students in social studies in the Central region of Ghana. The purpose of the study was to find out if social studies teachers’ exposure and nonexposure to post-qualification professional development had any influence on the performance of Senior High School students in social studies. A descriptive survey design was used which involved 75 social studies teachers and 2,253 Senior High School 2 students in 25 schools across the Central region of Ghana as the population for the study. Two researcher designed instruments (Teacher Demographic Data and Variables Questionnaire (TDDVQ) and Performance Test in Social Studies (PTISS)) were used in data collection. Data was analysed with the aid of frequency counts and percentages and t-test statistical techniques. The results showed that students who were taught by teachers exposed to post-qualification professional development performed significantly better than students whose teachers were not exposed to any post-qualification professional development. Based on the finding and conclusion, it is therefore suggested that regular and relevant post-qualification professional development programmes should be organised for social studies teachers.