CHAPTER ONE

INTRODUCTION
Background to the study
Social studies is a subject which is taught at various levels of education in Ghana, It is taught at
the junior high school, senior high schools and teacher training colleges as core subjects. Even at
the lower basic level of education, that is, the primary school, social studies is taught under
environmental studies, now known as citizenship education. All these point to the importance
attached to the study of social studies in our schools. The National Council for Social Studies
divides social studies objectives into four categories: knowledge, skills, values, and participation
(Barr, 1977). These four categories of the learning of social studies are also addressed in the
objectives declared by the Ghana Education Service for both elementary schools and senior high
schools (Ghana Education Service, 2007). Each of these categories provide the basis of
curriculum development for senior high schools in Ghana. Ghana’s Ministry of Education state
that “social studies at the senior high school level is concerned with equipping the students with
an integrated body of knowledge, skills and attitudes that will help the student develop a broader
perspective of Ghana and the world” (Social studies syllabus for senior high schools in Ghana,
2007, p.7). The subject probes the past and provides knowledge for the students to understand his
or her society and be able to solve personal and societal problems. The subject has been divided
into three sections each of which focus on the environment, government and stability, social and
economic development (Ministry of Education, 2007). Social studies curriculum is based on key
concepts such as democracy, justice, rights and responsibilities, identity and diversity. Teachers
use topical, political and social issues to bring social studies content to life. These content areas
develop in students key citizenship skills needed for research, discussion as well as debate
sessions (Bining & Bining, 1952). The social studies curriculum used in senior high schools aims
at developing in students the ability to participate in their communities meaningfully and wider
societies as informed citizens (Ministry of Education 2007).The purpose of active citizens is to
teach students to work together and take practical actions using their knowledge and
understanding in social studies to contribute to the better society locally, nationally and globally
(Bath, 1983). For example, after learning about human rights, diversity and inequality, students
might decide to set up a project to address racism in their school or local community.
Among the many agencies available for social studies education are the family, peer group, mass
media, the church and the school (Cleary, 1971). Of all these, the school appears to be the most
potent force in the Ghanaian society driving the course of social studies. For instance, because of
the newness of democratic living in the Ghanaian system, one cannot guarantee that the various
family units can efficiently inset the ideas of our form of democracy in the youth. Similarly, one
cannot dispute the fact that most of the youth do not have access to the mass media. The same
may apply to the church. On the contrary, almost every youth is expected by law to acquire at
least basic education (Constitution of Ghana, 1992). It is for this reason why Cleary, (1971)
suggest that schools (senior high schools) are powerful weapon used to ensure that majority of
the youth have a taste of social studies education in Ghana. The past 50 years have witnessed a
number of studies that have attempted to understand why students either like or dislike social
studies. These studies have tried to identify and measure student’s attitude about social studies
and predict what influence their attitudes related to this area of the school curriculum (Corbin,
1994; Curry & Hughes, 1965; Fraser, 1981; Inskeep & Rowland, 1963; McTear & Blaton, 1975;
McTear, 1978, 1979). Through the years, ongoing changes in curriculum design, teaching
methodology, and administrative practices may have helped to improve students’ perception of
social studies (Shaughnessy & Haladyna, 1985). However, most students still perceive social
studies classes as dull, boring, and irrelevant to their lives. If the Social Studies curriculum is to
continue to have support from school administrators, politicians, and the general public, it is
desirable to have positive student attitudes towards the subject matter. This is important because
it is quite possible that negative attitudes toward social studies could ultimately result in a
sharp decline in the allocation of resources for this subject area. Unfortunately, previous research
indicates that young students are not positive about social studies and find it irrelevant for future
careers (Schug, Todd, & Beery, 1982). Historically, when elementary and high school students
were surveyed, the most dominant negative perception was that social studies was boring and
had little relevance to their lives. Femandez, Massey, and Dombush (1975; 1976) conducted one
of the earliest surveys regarding student attitudes towards social studies in the San Francisco
Public Schools. They found that students in grades 9 through 12 ranked social studies last in
importance when compared to other core subjects such as English and mathematics. The
participants described social studies as confusing and having little relationship to their future.
From the above description of social studies education in both Ghana and the world at large, one
could attest to the fact that, an exploration into student’s attitudes towards the teaching and
learning of social studies will be of great relevance to the development of active citizens. It is
against this background that this study sought to examine students’ attitudes towards the teaching
and learning of social studies in senior high schools.

Statement of the Problem

The advancement of “liberty and justice for all” as envisioned by our country’s founders requires
that, citizens have to acquire knowledge, attitudes and values to guard and endorse the principles
of constitutional democracy (constitution of Ghana, 1992). The success of Ghana’s growth and
stability relies strongly on its educational system. Social studies is a major part of the school’s
curriculum because it explores morals, values and provides students with the ability to
understand the values associated with being a good citizen ( Ministry of Education , 2007). The
marginalization of social studies education in schools has been documented repeatedly. For
instance, in the United States, Lawson, (2003) surveyed hundred tenth grade students and
hundred twelfth grade students in order to determine their attitudes towards the various subject
areas. In the study, English, mathematics and reading were ranked ahead of social studies.
Participants described social studies as boring and far from anything they could relate to in their
life. This situation may result in the poor performance of students in social studies. The
researchers suspect that this apparent drift may be the result of ineffective teaching and learning
of Social Studies content. This study therefore investigates the attitudes students in senior high
School have towards the teaching and learning of Social Studies.

Purpose of Study
The purpose of the study was to investigate the attitudes of senior high school students towards
the teaching and learning of Social Studies in the Cape Coast metropolis. Specifically, the study
was guided by the following objectives:
1. Perception of senior high school students towards the teaching and learning of Social Studies.
2. Attitudes of senior high schools students towards the methods used in teaching and learning of
Social Studies.
3. Senior high school students perception of social studies as a subject as compared to other core
subjects.

Research Questions
The following research questions were formulated to guide the study.
1. How do students in Senior High Schools perceive the teaching and learning of social studies?
2. What are the attitudes of senior high school students toward the methods used by teachers in
the teaching and learning of Social Studies?
3. How do students rate social studies as compared to other core subjects?

Significance of the Study

The findings of the study will contribute effectively to impart knowledge in the area of teaching
and learning social studies in senior High Schools in the Cape Coast Metropolis and Ghana as a
whole, It will help Social Studies teachers to be able to effectively and appropriately impart
knowledge to their students because teachers get to know and understand the perception of their
students about the subject which provides the opportunity for new knowledge and perceptions
The study will also serve as a basic reference for both teacher and educational stakeholders and
other related institutions such that they will be able to solve challenges they may encounter in
dealing with issues related to the attitudes of students towards social studies. The findings of this
work will not only aid players in education to take informed decisions but it will also make them
understand the challenges and processes in research.

Delimitation of the Study

The study was conducted in the Cape Coast Metropolis. Specifically, it covered the teaching and
learning of Social Studies in Senior High Schools. The study was limited to the attitudes of
students towards the teaching and learning of social studies. The choice of the study location was
based on the fact that, the researchers are familiar with schools in the Cape Coast Metropolis and
this will help them obtain reliable information about the research.
Limitations of the Study
Lack of accurate and adequate information from respondents, school authorities unwillingness to
allow research to be carried out in their school as well as time constraints are challenges that
hinder the smooth execution of the research process in the senior high schools in the Cape Coast
Metropolis.

Definition of Terms
Social Studies: Social studies is an integration of social science subjects such as Sociology,
History, Geography, Economics and Psychology for the purpose of instruction in citizenship
education. The main purpose is to train students to become useful citizens in the society and the
country as a whole.
Attitudes: Attitude is how individuals behave or respond to a situation or a thing. Due to
individual differences, people exhibit different behaviours towards events and circumstances.
Attitudes can exert strong influence on behaviour, many powerful forces such social norms and
values and specific circumstances can pressure people can act in particular ways.
Teaching and learning: it is the interaction between teachers and learners whereby knowledge
is transferred from the teacher to the learners with the aim of changing student’s behavior
towards the set goals.

Organization of the Study

The study is organized into five chapters, Chapter one deals with the background to the study,
statement of the problem, purpose of the study, research questions, the significance of the study,
delimitation, limitation and definition of terms. Chapter two deals with the review of related
literature, it takes into consideration the historical overview of Social Studies, the concept of
Teaching and learning, the concept attitude and perception, the concept teaching Social Studies,
the methods employed by teachers to enhance effective teaching and learning of social studies,
materials for teaching and learning of Social Studies and the varied characteristics of teachers
and students. Chapter three presents the research method used by the researchers for the study,
these includes research design, population sample and sampling technique, instruments, data
collection procedure and presentation and data analysis procedure. Chapter four is
concerned with results and discussion of data. Chapter five caters for the summary, conclusion
recommendations based on the findings of the study as well as suggestions for further studies.

CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction

The review of related literature to this work is carried out under the following sub-headings:
theoretical review and review of empirical studies. The theoretical review on the study entails;
 Meaning of social studies
 Historical overview of social studies
 The concept attitude
 The concept perception
 Methods used in teaching and learning of social studies
 Instructional resources used in teaching and learning of social studies
The empirical review on the study includes;
 The perception of senior high school students towards the teaching and learning social
studies.
 The attitudes of senior high school students towards the methods used in teaching and
learning of social studies. the senior high school students perception of social studies as
a subject as compared to other core subjects.

The Meaning of Social Studies

Integrated Social Studies (Social Studies for Short) has been defined or described by many
writers in the field of Social Studies Education in various ways. According to the report on the
committee of Social Studies ( 1976) “ Social Studies is seen as a subject whose subject matter,
relates directly to the organization and development of human society and to man as a member of
Social group” (p.9). In the words of Wesley (1950), Social Studies are the Social Sciences
simplified for pedagogical purposes (p.34). Also Banks (1985), gives a comprehensive definition
of the subject as: the Social Studies is that part of elementary and high School curriculum which
has the primary responsibility of helping Students to develop the knowledge, skills, attitude and
values needed toparticipate in the civic life of their local communities, the nation and the world.
While the other curriculum areas also help students to attain some of the skills needed to
participate in the democratic society, Social Studies is the only subject which has the
responsibility of developing civic competences and skills as its primary goal (p.3) Tamakloe
(1994), stipulates that Social Studies deals with man in relation to his environment. He explains
that there seems to be no agreement among Social Studies educators on what Social Studies is or
what it is expected to be.

One point however, on which most Social Studies educators agree is that, Social Studies is a
study of man in society. The objective and scope of Social Studies centers on man’s existence in
his social and physical environment. It deals with the many factors or influences that bear on
man’s existence. Social studies look at man not as an island to him. On the contrary it looks at
how many lives in cooperation with others since his existence depends on pooling of resources
and knowledge from many individuals. In other words, include the study of individuals and
group of people and how they relate to one another. In so doing, emphasis is placed on individual
qualities like critical thinking, obedience, honesty, patriotism etc. The study also stresses group
or group’s ideas such as cooperation, interdependency, peaceful co-existence, tolerance and
adaptability and any other socially desirable habits, virtue, attitude and values. In considering the
social environment, social studies takes a look at how many uses the environment in his attempt
and effort to exist and survive in the environment, the benefit man derives from the usage of
resources of the environment and the measures taken to ensure that environment is not
impoverished but preserved for the use of posterity.

Historical Overview of Social Studies.

According to Tamakloe (1991), ideas on how to modernize the teaching and learning of Social
Studies in Africa and African Schools in general and Ghanaian Schools in particular were
discussed far back in in 1961 in the United State of America. He said at a summer study in the
Massachusetts Institute of Technology, prominent African, American and British educationists
attended and addresses the issue of education in Africa. At that summer study, various sub
committees were formed to deliberate on the various subject areas. Tamakloe continued that the
sub- committee on the humanities and Social Studies made a number of recommendations. He
emphasize that a particular recommendation that has impacted in the teaching and learning of
Social Studies at the various level of education in Africa and Ghana is that, “the teaching of
Geography, History and Civic as separated discipline in primary schools in Africa specifically
Ghana has introduce an artificial division in the Social Sciences which should be discouraged in
the early years of schooling. The child should be introduced to the Social Sciences as an
integrated field of study and should be made to appreciate right from start of education the close
relationship between disciplines which later emerge as a distinct field of learning’’( Quoted from
African Social Studies Programme Report, 1977, p.57). Consequent to the above, several
conferences were held at Queen’s College, Oxford and Mombasa, by African educationists and
their development partners (Tamakloe, 1981). It is significant to know that, at the conference in
Mombasa, a Ghanaian delegate was made the Chairman for the session that deliberated on the
relevance of the teaching of Social studies. At the meeting, the delegate formed what is known as
African Social Studies Programme (ASSP). Based on the assertion of African Social Studies
Programme that social studies should be introduced to all Africans Schools.Ghana responded by
looking at the local situation and made appropriate provision for the various levels of education.
In Ghana, specifically at the senior high school level, Social Studies consist of aspect of
Sociology, Geography, Economics, History, Government and Psychology. Aspect of these
subjects was recommended based on the Anamuah Mensah Review Commission Report (2002).

The Concept Atittude

According to the international encyclopedia of education (1985), an attitude is an emotional
reaction towards a person or thing. It is a personal response to an object; develop through
experience, which can be characterized as favorable or unfavorable. Also the international
dictionary of encyclopedia of education (1996), define attitude as predisposing perceive feel or
behave toward specific object or certain people in a particular manner. Attitudes are thought to
be
derived from experience, rather than innate characteristics, which suggest that they can be
modified. Gleitman (1995) also believe that every attitude is a combination of beliefs, feelings,
evaluation and predisposing to act accordingly. He cites example
such as the legalization of marijuana.He opines that people who differ in attitudes towards
teaching and learning of subject at the secondary school level will probably have different beliefs
on the subject and evaluate it differently. These differences he states will also make them more
likely to take some actions rather than others, for example, to have a favourable or an
unfavourable attitude towards the teaching and learning of the subject concerned. Gleitman
(1995) assert that while attitudes have certain reliance, their stability is threatened at every turn,
especially in the modern mass society whereby attitude and beliefs are under constant assault. He
explains that social psychologists have spent a great deal of effort in trying to understand how
such attitudinal changes come about. Newcomb(1996) agrees that attitude changes when he state
his definition that, “attitudes are enduring in a sense that such residues are carried over to new
situation, but they change in so far as new residues are acquired through new situations’’ (p.22).
Change in attitudes may be brought about in various ways. Some involve shifting group
membership or changein the individual situation. Others have to do with the impact of persuasive
effort of educators and propagandist (Krech and Crutchfield, 1958). In discussion the ways by
which attitude change, many writers have it that the attitudes of the person’s groups help
determine his own attitude. If group identification or membership shift, there will be an
associated change in his own attitudes.

Furthermore, attitudes are often modified by changes in the personal situation, which may be
favorable or unfavorable.(Krech and Crutchfield, 1958) allege that changes can be enforced in
behaviour either under certain circumstances legal or other force which may be applied to require
a person to change his behaviour toward an object for which he has a negative or positive
attitude. Again, they assert that the contact with an object can effect change in attitudes. To them,
a prejudiced person who gets into contact with the object of his prejudice may have new
perception about such objects which may either be positive or negative.

Also, it is the belief of Krech and Crutchfield that changes can sometime occur in the object of
the attitude which is perceived by the person may result in behavioral changes in his attitudes.
Another important point as noted by Krech and Crutchfield (1958) is the role of information in
attitudinal change. They write that; the most obvious way in which attitudes are changed is
through changes in
the fact or information about the object available to a person. In the complex world in which we
live, no person can hope to ascertain at first hand, all facts,essential to achieve understanding
about the object which concern him. He must therefore depend on what “expect” tells him and
who are the expect we depend upon for our fact? For the child, the expects are mainly his parents
and older children, for the student, they are his teachers and books: for the religious person, his
priest and minister, for the scientists, there are specialists in his field: and for all of us, they
include newspaper writers, movie producers, radio and television broadcasters, politicians,
businessman, doctor, lawyers, engineers etc. almost everyone may serve as the authority for
someone else. And every one of these authorities can be influential in changing someone’s
attitudes. The effectiveness of new information in changing the person’s attitudes isdependent
upon the way the source of the information is perceived, the manner in which the information is
presented, and the characteristics of the perceiver (p.679). In support of the forgoing, Glietman
(1995) and Bower, Lucey, & Ellis, (1987) claim that once attitude are formed, it can be change
by repeated exposure to an object and by the consequences of displaying the attitude. They claim
that attitude can also be changed by persuasive communication- direct, overt attempt to change
them. The effectiveness of communication depends on the characteristics listed on the table
below.
Persuasive Communication
Source Characteristics
(Who)
Message
Characteristics(says who)
Audience Characteristic
( to whom )
A. Credibility
1.Education
2.Expertise
3. Status
4. Intelligence
5. Trustworthiness
B. Attractiveness
A.Message Structure:
One sided vs. two sided
B. Message style:
Linking emotion
with message
1. Pleasant
2. Inducing fear
A. Motives and
Psychological needs
of Receiver
B. Knowledge about
issue
C.Message Content:
Retrieving relevant
Message information
From the table,the basic purpose of any communication is to get the
message across, and to make the receiver understand the purpose of
communication. Communication can be for informing, persuading or entertaining.
Persuasion, no doubt, is the major component of communication that cannot be
ignored. In all the different forms of communication, persuasive communication
holds vital importance because it is sure to get the work done in an ideal and
desired manner, and with more accuracy. According to dictionary, Persuasive
Communication is any type of communication, either written or verbal, in which
the communicator is trying to convince the receiver to his way of thinking.
Persuasive communication is dependent on a number of factors, including the
characteristics and qualities of the communicator, the message and the audience.
The communicator(Who) is the Source in persuasive communication, the
one who initiates the discussion and intends to persuade the other person or a
number of people. It is evident that all the people cannot be good persuaders:
some have the inborn capacity of persuading and convincing others easily while
others gain this ability owing to their personality, their status or their likability.
Other traits, like credibility and reputation also play their part in making a person
persuasive or non-persuasive communicator (Castells, 2009). This implies that a
people can be better communicators for those who like them, and might not be
able to persuade others with equal amplitude and efficiency. This is due to the
psychological fact that individuals are more inclined towards the words and acts
of the ones they have soft corner for, and do not rely on others to an equal extend.
Thus, the words of affable person hold more magnitude eandare more persuasive
than others.
Similarly, the credibility and physical attractiveness of a person play an
essential role in making the communication persuasive. It is generally observed
that celebrities and other physically attractive individuals are chosen for
advertising—that is the major form of persuasive communication.If the
communicator posses the above mentioned characteristics, people usually respond
well to him and take the persuasive effect of his message. The source in these
cases makes full use of his position and thus psychologically manipulates the
receivers into persuasion (Perloff, 2010). Furthermore, it is eminent to mention
here that people would not respond in the same manner to another person, who
might be unattractive, angry or non-credible.
The Concept Perception
According to Feldman (1990) perception is a process by which the sensory
stimuli are interpreted, analysed and integrated. Grusec, Davidov & Lundell
(2002) are of the view that, perception is the primary process by which we obtain
knowledge about the world. In the works of Huffman (1991), perception is the
process of selecting, organizing and interpreting sensory data into usable mental
representation of the world. The definitions explain that perception has to do with
selecting, organizing and interpreting information received by our senses. It is the
process by which individuals and organizations interpret their sensory
impressions in order to give meaning to their environment. It varies from
individual to individual.
Methods used in Teaching and learning of Social Studies
Aggarwal (cited in Michealis, 1983) that “the breadth, of Social Studies
programme should provide for a variety of experiences so the child’s learning will
be well-rounded and well-balanced…” (p.5). Thevariety of experiences indicates
that suitable methods, techniques and strategies should be employed in the
teaching and learning of Social Studies.
Brown, Oke and Brown (1982) assert that “there are some methods of
teaching that have been used for many years and these we have decided to call
traditional time tested methods because they have stood the test time”. These
methods are lecture, discussion,demonstration,project, and study trip.
The different methods of teaching Social Studies include: assignment,
dalton plan, discussion, laboratory, lecture, observation, questioning, problem
solving, projects, review, socialised classroom recitation, story telling, supervised
study and text book method (Aggarwal, 1983). In choosing a particular method, a
teacher might make use of special techniques to ensure more effective learning.
Brown et. al. (1982) explain technique as the way one handles the different aspect
or phases of one’s instructional method or procedure. For instance, in using the
discussion method, the way the teacher asks questions to trigger off participation
indicates his/her own technique. They asserts that there are some important
activities in the classroom that are almost always used in everyday lessons. These
are review drill, practice, assignment and questioning.
In considering teaching-learning strategies, Aggarwal (1983) explains
strategies as a variety of modes and may involve a variety of activities on the part
of learners and teachers such as observation, collection of materials and
information demonstration and experimentation, project assignments, play- way
activities/ educational games, educational excursion, role playing and
dramatization, group discussions, group activities etc. Because of the nature of
Social Studies, the methods, techniques and strategies that are employed are not
only varied but also eclectic. (Tamakloe 1991). He further opines that:
... on account of this the teacher had to be well grounded in the use of a
variety ofteaching methods and strategies if he is to be effective. The
teacher must also possess the skill to correlate and integrate
knowledge. The role of the teacher must be consistent with the spirit
and purpose of the subject. He is therefore called upon to play varied
roles at various times. One occasion, he is expected to be a guide; on
another, he is to be a collaborator. At a moment he assumes that
position of a studentandan explorer. At other times, he is just to play a
supervisory role. The changes of roles depends upon what is been
learnt, what types of learning activities are being employed, the
strategies or methods and the resources which are been used.(p.49)
From the forgoing, the use of appropriate methods, techniques and strategies
in teaching and learning are more absorbing, meaningful, satisfying and stable.
For this reason Aggarwal (1983) emphasized the need for the right
method/techniques/strategies in these words “every teacher and educationist of
experience know that even the best curriculum and the most perfect syllabus
remain dead unless quickened into life by the right methods of teaching and the
right kind of teacher…”(p. 9)
Instructional resources use in teaching and learning of Social Studies
Bloom, Englehart, Furst, Hill, &Krathwohl, (1956) posit that teaching and
learning resources aid teaching and learning to be more effective and easier.
Theys assert that children learn by doing and observing and this calls for real life
situation in the social studies classroom. This brings into sharp focus the use of
multi-media resources in social studies education. Aggawal(1982) classified
teaching and leaning materials into audio materials and visual materials which he
thinks every social studies class should posses. Casciero and Roney( Cited in
Tamakloe,1996) posit that examples of the audio-visual materials are illustration,
television set, projectors, films, slides and audio-tapes.
For effective and efficient use of multi-media resources, Michealis (1968)
outline that: “instructional media… should be used to achieve specific purpose;
children must be ready for use of instructional materials if maximum is to be
achieved; and …., materials for instruction should be evaluated during use and
after use”. The importance of instructional materials in the teaching and learning
of social studies cannot be underestimated. Tamakloe (1996) supports the idea
that instructional materials are effective mechanism of helping students to build
clear and accurate concepts. In addition, materials are capable of directing
student’s interest and promoting their active participation in the teaching and
learning process.
Specifically, audio-visual resources are capable of widening student’s
horizon and range of experiences when judiciously utilized. Also, these resources
reduce verbalism, which is characterized by rote learning and promote retentive
learning. Furthermore, instructional resources stimulate self-activity and enables
students to develop meaningful vocabulary and promote continuity of thought.
Through the use of instructional resources, students are given the chance to
handle and manipulate various types of objects and instruments which develop
their manipulative
Perceptions of Senior High School studentstowards the teaching and
learning of Social Studies.
Students’ perception of Social Studies has to do with how students view
the subject, based on the information their senses have received and how these
information has been analysed and interpreted (Schug, Todd and Beery ,1982).
According to a study by National Council for Social Studies (2009),
students show less interest in studying social studies because they perceive the
subject as being easy and therefore do not see the need to study it and also pay
critical attention to it. This shows that students have negative perception towards
the study of social studiesand as such they pay little attention to it.
Todd and Berry (1984) conducted a search on students perception of
social studies and they found that, majority of students perceived the subject to
be uninteresting, unimportant and insignificant. Their study further revealed that
most students felt that the social studies subject matter and teaching methods are
boring. This has made these students to percieve the subject as uninteresting and
unimportant. This implies that, most students will dodge social studies classes to
attend English, mathematics and science classes where they think important
things are taught.
A survey conducted by Shaughnessey and Haladyna (1985) revealed that,
most students perceive social studies education as boring and irrelevant. To these
authors, students see social studies subject to have little meaning to their future
lives. This really imply that, students see no need for inclusion of social studies
into the school curriculum since it cannot help them to achieve their aims.
A reseach in western Australia by Moroz (1996) found out that students
perceive social studies to be interesting subject of study in the primary schools up
to year 6 and begin to perceive social studies as less interesting subject from year
7 upwards. The study saw a 23.22% decline in students interest towards social
studies in primary schools between years 4 and 7. This was much more
pronounced than the decline towards any other subject. Moroz found out that
student’s liking for social studies decline as students progress to upper primary,
junior and senior high schools. This implies that students in the senior high
schools who are above 7 years will prefer studying other subjects at the expense
of social studies since they perceive the subject to be less interesting to study.
A study conducted by Fouts (1990)on the perception of students towards
social studies showed that girls perceived social studies in a less favourable
manner than boys. The girls surveyed saw social studies as less importance and
unattractve than the boys who were surveyed, however, girls like social studies
than boys when they had a female teacher. This implies that gender also
determines whether students will have negetive or positive perception towards
social studies
Attitude of students towards the methods used in teaching and learning of
social studies.
Scientists have recorded a positive correlation between attitude and
achievement, and between attitude and career preferences related to subjects.
(Haladyna, Shaughnessy &Redsun, 1982). This is because students attitude
eventually affect their performance and their success in the study of their courses
or subjects. A number of factors influencestudents’attitude. It stands to reason
that, acareful study of these factors and how to vary and apply them in
educational context and setting can go alongway to positively affect the attitude of
students for better performance. It is in this light that many researchers have
conducted studies on attitudes and their effect in many disciplines and field of
interest. (Mager, R 1968)
Siler (1998) found out that, possessing knowledge of the subject is
important but knowledge is not enough to spark students’ curiosity. Senior high,
technical and vocational school students expressed their concern regarding
teaching methodology in social studies and how boring it is when the teacher uses
the lecture method without involving the students in the teaching and learning
process has little knowledge about it. This implies that students will not pay
attention in the social studies class when the teacher does the talking alone and
allows no contribution from students just because he knows better than the
students.
In a study conducted by Governale (1997) on students attitudes towards
the methods used in teaching social studies,Governale found out that teachercentered
and textbook based social studies instruction negatively affected students
attitudes towards the subject in that students show low interest in social studies
when the teacher dominate the class. According Haladyna and Shaughnessey
(1981), social studies is viewed as one of the least liked and unimportant subject
by students because the method teachers employ that is the lecture method and
recitation method in the classroom. To Haladyna and Shaughnessey, social studies
students end up having low interest in the subject due to the lecture and recitation
methods used by the teachers. This implies that, methods used by teachers in the
teaching and learning of social studies determines the attitudes that students show
towards the subject and that students show low interest when the class is teacher
dominated.
Both Mager (1968) and Haladyna (1982) conducted a search on the
methods of teaching social studies and their results show that the methods the
teacher takes when teaching social studies has a unique influence on the
curriculum and students.Their results shows that students have much interest in
social studies when teachers use methods such as role play, dramatization, field
trip and discussion. The use of these different methods in teaching social studies
by teachers also arouses and sustains their interest throughout the teaching and
learning process. The implication of this is that appropriate teaching and learning
methods which are learner centered such as role play, dramatization and
discussion will make students develop positive attitudes towards social studies
and they will be willing to learn it all the time.
Senior high school students perception of social studies as compared to other
core subjects.
In a survey conducted by Schug, Todd and Beery (1982) to determine students
attitudes towards the various academic disciplines, students ranked English,
Mathematics and reading ahead of social studies as the most important discipline,
majority of students based their decisions on the skills needed for future careers.
Students commented that they do not perceive the subject as particularly
enjoyable. Participants described social studies as boring and far from anything
they could relate to in their lives. This implies that students would not commit
much time in studying social studies and they will not acquire the necessary
knowledge to participate in life in the school, community and the world as a
whole.
Adejunmobi (1976) surveyed Nigerian secondary school students on their
perception on social studies program states among others,majority of the students
preferred social studies to other subjects, To these students, social studies
provides total human understanding. This implies that students have positive
perception of social studies as compared to the other subjects since it relates to
their social lives and also help them to understand their community and solve its
problems. This will make students devote much time in the study of social
studies.
In the works of Shug (1982), when comparing social studies and other
subjects, he found out that, students find social studies as less important and less
interesting than other subjects. This shows that, students who see social studies as
less important and uninteresting as compared to other subjects would dodge social
studies lessons to read other subjects of their interest.
In a study conducted by Fernandez,Carroll and Dornbusch(1975), students
in eight urban and three sub-urban high schools were interviewed on their
perceptions of social studies, mathematics and English. Although most students
thought that learning all the three subjects was important, they believed that
learning social studies was less important than learning the other subjects. Social
studies was perceived as being easier than mathematics and English language.
This implies that, students do not devote much time in studying social studies and
this tends to be reflected in students grades.
Herman (1963) collected data from 4th, 5th and 6th graders and found out
that students liked social studies less than science and mathematics and that social
studies was the least liked subject. In Inskeep and Rowland’s (1965) study among
upper elimentary students, participants ranked social studies lower than
mathematics and science. As a result, upper elimentary students were less
interested in social studies than any other subject. This implies that students
themselves will devote much time in studying mathematics and science than
social studies.
CHAPTER THREE
METHODOLOGY
Introduction
This chapter deals with the description of the research methodsemployed
in gathering data for the study. It consistedthe research design, population, sample
and sampling procedures,research instruments and data collection procedures as
well as data analysis.
Research Design
The study employed a descriptive analysis design to investigate the
attitude of studentstowards the teaching and learnrig of Social Studies in senior
high schools in the Cape Coast Metropolis.The main feature of this type of
survey is that, it describes the current state of a phenomenon. It involves the
collection of data in order to test hypotheses or answer research concerning the
current state of the subject under study. It main purpose is to observe, describe
and document aspects of a situation as it naturally occurs.This design makes use
of various data collection techniques such as pre-testing, questionnaire,
observation, interviews, or examination of documents ( Amadahe&Gyima, 2003).
This type of research is important because it makes use of visual aids such as
charts and graphs to assist the reader in understanding the data distribution (
Jacobs, 2011).
The decision to use the descriptive survey is based on the fact that, it describes
the existing condition of a variable rather than manipulating the variable.
Population
The population of study constituted all social studies students in all the ten senior
high schools in the Cape Coast Metropolis during 2014/2015 academic year
which was made up of a population offifteen thousand students. However the
accessible population comprised three hundred and seventy five students.Second
year General Arts students were used because they study courses which are
related to Social Studies and also having gone through Social Studies for almost
two years stand a better position to provide the necessary information for the data.
Sample and Sampling Procedure
The researchers in selecting the sample size for the study used the Krejcie
and Morgan sample size determination technique. According to Krejcie and
Morgan (1970), for a population of 15000, the required sample to be selected
could be 375. This informs the selection of the 375 students out of the 15000
targeted population. To ensure adequate representation of the target population
and increase sampling precision, 375 students of the total population constituted
the sample size for the study. The multi sampling technique was employed to
select 375 second year students. Simple random sampling using the lottery
technique was used to select three schools for the study. This procedure provides
unbiased selection of a cross section of the population for the study ( Amedahe &
Gyimah, 2003). Stratified sampling method was used to select the 375 students
from each of the selected schools. In each stratum simple random sampling, using
the lottery technique was used to ensure unbiased and equitable selection of the
sample.
Research Instrument
The instrument that was used in collecting data for the study was selfdeveloped
questionnaire. It was made up of both open and closed ended
structured questions. The questionnaires was divided into four aspects. Section A,
which is made up of items 1-6 required respondents to provide their background
information including variables such as age, form, name of school, sex,
programme of study and nationality.
Sections B( 7-13) was made up of seven short statements and is designed
to gather information from students on their perception of teaching and learning
social studies. Section C( 14-20) was made up of seven brief statements and it
was designed to gather information from students on their attitudes towards the
methods used by teachers in the teaching and learning of social studies. Section D
which comprises questions from ( 21-27)was designed to collect data from
students on how they rate social studies as compared to other core
subjects.Thedata was collected using questionnaires because factual information
is desired. Also, questionnaires enables the researcher to get many responses
within the shortest possible time since respondents can answer in groups. The
nature of this type of procedure allows respondents to express their thoughts and
behaviors (on the questionnaires) at their own convenience which promotes the
study ( Jacobs, 2011).
Data Collection Procedure
To facilitate the research, a letter of introduction was taken from the
Department of Art and Social Sciences Education (DASSE), University of Cape
Coast to be shown to the head of selected senior high schools in Cape Coast
Metropolis such that the researchers can have easy access to brief and guide the
respondents on the nature and purpose of the study and allowed ample time to fill
the questionnaire. The administration and collection of 375 questionnaire was
done by the researchers and collected on the same day .
Data Analysis
The data was organized into various themes and categories ( four sections)
based on the research questions and the purpose of the study. The questionnaire
were coded and tabulated for analysis. The data was further coded according to
the items and transferred unto a spreadsheet which is a computer software known
as Statistical Package for Service Solution (SPSS). Percentages and tables were
used in analyzing the data. Mean was the main technique employed.
CHAPTER FOUR
RESULTS AND DISCUSSION
Introduction
This chapter dealt with the analysis and the discussion of the data
collected from the field. The chapter has to main section. The first section looked
at the biographicdata of the respondents whilst the second part dealt with the main
discussion of the results.
Background Data of Respondents
This aspect of the chapter focused on the background data of the respondents who
were students in the Cape Coast Metropolis. The background data of the
respondents which were considered in this section included; name of school,
gender, age, form, programme of study and nationality of the students. These
background data of the respondents are presented in Tables1-6.
Table1: Schools of the Respondents
Name of School Frequency Percentage
Ghana National College 100 26.7
University Practice Senior High School 86 22.8
Efutu Senior High School 75 20.1
Adisadel College 114 30.4
Total 375 100.0
Source: Field Data, 2015
Table 1 shows that majority of the respondents 114(30.4%) were students
of Adisadel College whilst only 86(22.6%) of the respondents were students of
University Practice Senior High School. This means that majority of the
respondents who were involved in the study were students of Adisadel College.
Table 2: Gender of the Respondents
Gender Frequency Percentage
Male 222 59.2
Female 153 40.8
Total 375 100.0
Source: Field Data, 2015
Table 2 shows the gender distribution of the respondents. The Table shows
that 222(59.2%) of the respondents were males whilst 153(40.8%) of the
respondents were females. This means that more males were involved in the study
than females.
Table 3: Age of the Respondents
Age of the Students Frequency Percentage
14-16 162 43.2
17-19 113 30.1
20-25 100 26.7
Total 375 100.0
Source: Field Data, 2015
Table 3 shows that 162(43.2%) of the respondents were between the ages
of 14-16 years whilst 113(30.1%) of the respondents were between the ages of 17-
19 years and only 100(26.7%) of the respondents were between the ages of 20-25
years. This means that majority of the students who were involved in the study
were between the ages of 14-16.
Table 4: Nationality of the Respondents
Nationality Frequency Percentage
Ghanaian 372 99.2%
Togolese 2 0.5
Nigerian 1 0.3
Total 375 100.0
Source: Field Data, 2015
Table 4 shows the nationality of the respondents. The Table shows that
372(99.2%) of the respondents were Ghanaians whilst 2(0.5%) of the respondents
were Togolese and only 1(0.3% of the students was a Nigerian. This means that
majority of the respondents who were involved in the study were Ghanaians.
Main Discussion
Research question one: How do students in Senior High Schools perceive the
teaching and learning of social studies?
Research question one sought to find out from the respondents how they perceive
the teaching and learning of social studies. The views of the students on how they
perceive the teaching and learning of social studies are presented in Table 5.
Table 5: How Students Perceive the Teaching and Learning of Social Studies
STATEMENT SA
N (%)
A
N (%)
D
N (%)
SD
N (%)
Social studies is the only subject
area with the primary
responsibility of providing
citizenship education.
121(32.3)
143(38.1)
80(21.3)
31(8.3)
Students show less interest in
learning social studies.
42(11.2) 61(16.3) 182(48.5) 90(24.0)
Social studies is the easiest core
subject
116(30.3) 178(47.5) 60(16.0) 21(5.6)
Social studies is irrelevant and
unimportant therefore should be
taken out of the school
curriculum.
26(6.9)
43(11.5)
180(48.0)
126(33.6)
Social studies helps shape lives
for the future
123(32.8) 178(47.5) 40(10.6) 34(9.1)
Students allocate much time to
the studying of social studies
46(12.3) 81(21.6) 140(37.3) 108(28.8)
Social studies should be studied
by only General Arts students
35(9.3) 71(18.3) 168(44.8) 101(26.3)
Source: Field Data, 2015
Todd and Berry (1984) conducted a search on students perception of
social studies and they found that, majority of students perceived the subject to
be uninteresting, unimportant and insignificant. Their study further revealed that
most students felt that the social studies subject matter and teaching methods are
boring. This has made these students to percieve the subject as uninteresting and
unimportant. This implies that, most students will dodge social studies classes to
attend English, mathematics and science classes where they think important
things are taught.
A survey conducted by Shaughnessey and Haladyna (1985) revealed that,
most students perceive social studies education as boring and irrelevant. To these
authors, students see social studies subject to have little meaning to their future
lives. This really imply that, students see no need for inclusion of social studies
into the school curriculum since it cannot help them to achieve their aims.
Table 5 sought to find out from the students how they perceive the
teaching and learning of social studies. The Table shows that 143(38.1%) of the
students agreed that Social studies is the only subject area with the primary
responsibility of providing citizenship education whilst 80(21.3%) of the students
disagreed that Social studies is the only subject area with the primary
responsibility of providing citizenship education. This means that with the
exception of Social Studies, there is no other subject in the Senior High School
curriculum that provides the students with the knowledge of citizenship.
In addition, 116(30.3%) of the students strongly agreed that Social Studies
is the easiest core subjectwhilst 60(16.0%) of the students disagreed that Social
studies is the easiest core subject. This means that students in the Senior High
School view Social Studies as an easy subject which presupposes that students
will not devote much attention towards the study of the subject and this will
obviously have a detrimental to the performance of students in Social Studies.
This confirms the position expressed by the National Council for Social Studies
(2009) when they posited that students show less interest in studying social
studies because they perceive the subject as being easy and therefore do not see
the need to study it and also pay critical attention to it.
Also, 178(47.5%) of the students agreed that Social studies helps shape
lives for the future whilst 40(10.6%) of the students disagreed that Social studies
helps shape lives for the future. This means that although the students do not
attach much importance to the subject but recognizes the effect it will have on
students future.
On the other hand, 182(48.5%) of the students disagreed that students
show less interest in learning social studies whilst 61(16.3%) of the students
agreed that students show less interest in learning social studies. This means that
students have interest in the subject but do not attach much seriousness towards
the learning of the subject.
Again, 180(48.0%) of the students disagreed that Social studies is
irrelevant and unimportant therefore should be taken out of the school curriculum
whilst 43(11.5%) of the students agreed that Social studies is irrelevant and
unimportant therefore should be taken out of the school curriculum. This means
that the students are aware of the place of Social Studies in the school curriculum.
This refuted the claims by Todd and Berry (1984) when they revealed that
majority of students perceived the subject to be uninteresting, unimportant and
insignificant
Moreover, 140(37.3%) of the students disagreed to the statement that
students allocate much time to the studying of social studies whilst 81(21.6%) of
the students agreed that students allocate much time to the studying of social
studies. This means that students do not attach much seriousness to the studying
of social studies. This may stern from the fact that they recognize social studies as
easy subject which may not require much time for its studying.
Last, 168(44.8%) of the students disagreed that Social studies should be
studied by only General Arts students whilst 71(18.3%) of the students agreed
that Social studies should be studied by only General Arts students. This means
that students are aware of the role of Social studies in the life of every student and
they prefer all students to learn it so that they may all have the knowledge that
Social studies offer to the student.
Research question two: What are the attitudes of senior high school students
toward the methods used by teachers in the teaching and learning of Social
Studies?
Research question two sought to find out from the students their attitudes towards
the methods used by teachers in teaching Social Studies. The responses of the
students are presented in Table 6.
Table 6: Attitude of Students towards the Methods Used in Teaching and
Learning Social Studies
STATEMENT SA
N (%)
A
N (%)
D
N (%)
SD
N (%)
An ideal social studies classroom is
teacher centred
14(3.7) 45(12.0) 145(38.6) 171(45.6)
Lecture method make social studies
class boring
145(38.6) 167(45.5) 33(8.8) 30(8.0)
Dramatization, Role play and field
trip arouses students interest in
social studies
161(42.3) 172(45.4) 24(6.4) 18(4.8)
Students centred methods enhance
students understanding in social
studies
145(38.6) 183(48.8) 27(7.2) 20(5.3)
Discussion method makes the class
rowdy any time a student tries to
provide an answer
23(6.1)
61(16.3)
172(45.4)
119(31.7)
Students feel happy when teacher
invites resource person
115(30.6) 176(46.3) 43(11.5) 45(12.0)
Source: Field Data, 2015
Table 6 elicited responses from the students on their attitude towards the
methods employed by teachers to teach Social Studies. The Table shows that
171(45.6%) of the students strongly disagreed that an ideal social studies
classroom is teacher centred whilst 45(12.0%) of the students agreed that an ideal
Social studies classroom is teacher centred. This means that Social studies
teachers should not employ methods that are solely teacher centred. Again,
172(45.4%) of the students disagreed that the discussion method makes the class
rowdy any time a student tries to provide an answer whilst 61(16.3%) of the
students agreed that the discussion method makes the class rowdy any time a
student tries to provide an answer. This means that the students do not agree to the
assertion that the class becomes noisy when teachers employ the discussion
method. The researchers also share the same view to that of the respondents since
any competent Social studies teacher can employ the discussion method and
maintain a great level of classroom atmosphere which promotes the teaching and
learning of the subject.
On the other hand, 167(45.5) of the students agreed that the lecture
method make social studies class boring whilst 33(8.8%) of the students disagreed
that lecture method make social studies class boring. This means that the students
are of the view that when Social studies teachers employ the lecture method the
lesson becomes teacher centred. Students’ participation is minimized and the
lesson becomes boring to the students. This is directly in line with the view of
Siler (1998) when he found out that, possessing knowledge of the subject is
important but knowledge is not enough to spark students’ curiosity. Senior high,
technical and vocational school students expressed their concern regarding
teaching methodology in social studies and how boring it is when the teacher uses
the lecture method without involving the students in the teaching and learning
process has little knowledge about it.
In addition, 172(45.4%) of the students agreed that Dramatization, Role
play and field trip as teaching methods employed by Social studies teachers
arouses students interest in social studies whilst 24(6.4%) of the students disagreed
to the statement that Dramatization, Role play and field trip arouses students
interest in social studies. This means that students’ interest in the lesson is
sustained when teachers employ dramatization, role play and the field trip methods
to teach Social studies. This confirmed the views of both Mager (1968) and
Haladyna (1982) when the findings of their study indicated that the methods the
teacher takes when teaching social studies has a unique influence on the
curriculum and students and that students have much interest in social studies
when teachers use methods such as role play, dramatization, field trip and
discussion.
Also, 183(48.8%) of the students agreed that students centred methods
enhance students understanding in Social studies whilst 27(7.2%) of the students
disagreed to the statement that students centred methods enhance students
understanding in social studies. This means that students preferred student centred
methods to teacher centred ones as the students centred methods involves the
students in the lesson thereby enhances their understanding in the subject.
Last, 176(46.3%) of the students agreed that students feel happy when
teacher invites resource person whilst 45(12.0%) of the students strongly
disagreed that students feel happy when teacher invites resource person. This
means that students are comfortable when teachers bring in knowledgeable
resource persons to teach some aspect of the content in Social studies.
Research question three: How do students rate social studies as compared to
other core subjects?
Research question three sought to find out from the students how they rate Social
studies compared to other core subjects like Mathematics, English and Science.
The responses of the students are presented in Table
Table 7: How Students Rate Social Studies to other Core Subjects
STATEMENT MATHEMATICS
N (%)
SOCIAL
STUDIES
N (%)
ENGLISH
N (%)
SCIENCE
N (%)
Which subject is your
favourite
132(35.2) 45(12.0) 141(37.6) 57(15.2)
Which of these subjects is
more important to your life?
111(29.6) 62(16.5) 80(21.3) 122(32.5)
Which subject do you like
learning most
97(25.4) 56(14.3) 82(21.4) 140(37.3)
Which subject will help you
achieve your future career
123(32.8) 47(12.5) 98(26.1) 107(28.5)
Which of these subject
should be given less
attention
52(13.4) 187(49.4) 76(20.3) 60(16.0)
Which of the subject is
more interesting to study
93(24.8) 116(30.6) 79(21.4) 87(23.2)
Which of the subjects 68(18.1) 178(47.4) 84(22.4) 45(12.0)
promote human
understanding
Source: Field Data, 2015
Table 7 elicited responses from the students on how they rate Social
studies in comparable with other core subject like Mathematics, English and
Science. The Table shows that 132(35.2%) of the students agreed that
Mathematics is their most favourable subject whilst 141(37.6%) of the students
indicated that English is their favourite core subject and 57(15.2%) of the students
also preferred Science as their most favourite core subject, only 45(12.0%) of the
students revealed that their most preferred core subject is Social studies. This
most that amongst all the core subjects taken by students in the Senior High
School, Social studies remain the least preferred subject. This means students do
not show much seriousness in the learning of the subject.
In addition, 122(32.5) of the students posited that Science is the most
important subject to their life whilst 111(29.6%) of the students chose
Mathematics as the most important subject to their life and 80(21.3%) of the
students affirmed that English is the most important subject to their life,
62(16.5%) of the students chose Social Studies as their most important subject to
their life. This means that the students rated Social studies as the least important
subject as far as their life is concerned.
Moreover, 140(37.3%) of the students indicated that Science is the subject
they like to study most whilst 97(25.4%) of the students chose Mathematics as the
subject they like to study most and 82(21.4%) of the students indicated that they
like to study English, only 56(14.3%) of the students showed that they like to
study Social studies more than the other core subjects. This means that students
rated Social studies as the least subject amongst the other entire core subjects as
the subject they study most.
Furthermore, 123(32.8%) of the students agreed that Mathematics is the
subject that will help them achieve their future career whilst 107(28.5%) of the
students indicated that Science is the subject that will help them achieve their
future career and 98(26.1%) of the students revealed that English will help them
achieve their future careers, only 47(12.5%) of the students chose Social studies
as the subject that will help them achieve their future careers. This means that in
terms of choosing a subject that will help the students achieve their future
ambitions, Social studies was the least rated which explains why students do not
attach great importance to the teaching and learning of the subject. This
confirmed the view of Shaughnessey and Haladyna (1985) when their study
revealed that, most students perceive social studies education as boring and
irrelevant. They continue to say that students see social studies subject to have
little meaning to their future lives. This really implies that, students see no need
for its inclusion into the school curriculum since it cannot help them achieve their
aims.
Also, 187(49.5%) of the students agreed that Social studies should be
given less attention whilst 79(20.3%) of the students were also of the view that
English should be given less attention followed by Science (16.0%) and
Mathematics (13.4%). This means that students do not show more seriousness
towards the study of Social studies.
On the contrary, 116(30.6%) of the students agreed that Social studies is
the more interesting subject whilst 93(24.8%) of the students chose Mathematics
as the most interesting subject and 87(23.2%) of the students rated Science as the
most interesting subject, only 79(21.4%) of the students indicated that English is
the most interesting subject. This means that the students acknowledged the fact
that Social studies stimulate their interest when compared to the other core
subjects in the school. Last, majority (47.4%) of the students affirmed that Social
studies promote human understanding whilst 45(12.0%) of the students rated
Science as the subject that promote human understanding. This means that the
students understand the role of Social studies in human co-existence.
CHAPTER FIVE
SUMMARY, CONCLUSION AND DISCUSSION
Overview
This chapter presents the summary of the data that was collected for the
study. It also summarizes the major findings and discusses the conclusions that
emanated from the study. The chapter further outlines the recommendations that
were made by the researchers on the basis of the findings and the areas suggested
for further studies.
Summary of the Research Process
The main purpose of the study was to investigatetheattitudes of senior
high school students towards the teaching and learning of Social Studies in the
Cape Coast Metropolis.The descriptive survey design was adopted for the study.
The simple random sampling technique, specifically the lottery method was
employed to sample 375 General Arts Form 2 students from four Senior High
Schools in the Cape Coast Metropolis. Three research questions guided the study.
Questionnaire developed by the researchers themselves were the main instruments
used to gather data from the respondents. The questionnaire was developed by the
researchers themselves. The data collected from the field was analysed into
simple frequencies and percentages to show the direction of the responses.
Key Findings
The following were the key findings that stemmed from the study.
1. The study revealed that students have a good perception about Social
studies although they acknowledge that it is the easiest core subject and do
not allocate much time to the studying of the subject. The students
revealed that Social studies is the only subject area with the primary
responsibility of providing citizenship education, help shape lives for the
future, Social studies is relevant and important therefore should not be
taken out of the school curriculum and Social studies should not be studied
by only General Arts students.
2. Students have positive attitude towards student-centred methods of
teaching but have negative attitude towards teacher-centred methods of
teaching. The study showed that an ideal Social studies classroom should
not be teacher centred and when teachers employ the lecture method
which is teacher centred it makes the class boring. Students centred
methods like Dramatization, Role play and field trip arouses students
interest in Social studies, enhance students understanding in Social
Studies, discussion method does not make the class roudy and students
feel happy when teacher invites resource person.
3. The study revealed that students rate Social studies as the more interesting
subject to other core subjects like Mathematics, Science and English. In
terms of favourite subject, like for a subject, achieving future career goals
and the subject to be given least attention, Social studies was the least
rated.
Conclusions
The role of Social studies in the Senior High School curriculum is well
recognized by students as the only subject that is to provide citizenship education.
In spite of this well established fact, students do not attach much seriousness to
the study of the subject. This fact is partly attributable to the methods teachers
adopt to teach the subject.It therefore stands to reason that the performance of
students in Social studies will decline in the near future or the main ambition for
the inclusion of Social studies in the school curriculum which is to prepare
students with knowledge about citizenship will not be realized as a result of the
attitude and perception of students subjects towards the subject, how they rate the
subject to other core and their attitude towards the methods employed by teachers
in teaching the subject.
Recommendations
In view of the key findings and the conclusions drawn from the study, it is
recommended that;
1. The Ghana Education Service (GES) should institute policies that will
bind teachers to adopt instructional methods that are learner-centred. This
will force the teachers to adopt instructional pedagogies that will involve
the students in the lesson.
2. The Curriculum Research and Development Division (CRDD) of the
Ghana Education Service (GES) should redesign the Social studies
curriculum to include new aspects that cater for the interest of the learners
and influence the career aspirations of students in the Senior High
School.This will make the contents of Social studies interesting and place
it to respond to the news of the current generation of learners.
3. Seminars and teacher-talk programmes should be organized for students to
be educated on the role that Social studies play in their lives. This will
inform the students on the reasons why they should take Social studies as
a subject serious.
Areas Suggested for Further Studies
From the revelations of the study, the following areas are recommended
for further studies.
1. Nationwide study should be conducted to investigate the attitudes of
senior high school students towards the teaching and learning of Social
Studies. This will help increase the sample size so that a broader
understanding of the issue can be obtained.
2. Further study should focus on the appropriate strategies teachers
should employ to teach Social studies in the Senior High School. This
will help teachers to understand the appropriate strategies they should
adopt to teach the subject.