Abstract:
This study was conducted to explore how teachers understand and put into practice
attitudinal change instruction within the context of Social Studies. The primary
emphasis was on examining the congruence of teachers’ instructional practices with the
objective of nurturing positive attitudes among students. Employing a qualitative case
study approach, this research identified challenges and obstacles hindering the effective
use of attitudinal change instructions in Social Studies education. The study utilized
purposive sampling to select 15 participants who had studied Social Studies as a major
field at the university level, possessed a minimum of two years of teaching experience
in the subject, and were actively teaching Social Studies in participating schools. Data
collection involved conducting 40-minute semi-structured interviews with 15
participants, along with 90-minute classroom observations for 7 of them. Thematic
analysis was applied to the data, with a focus on identifying commonalities and
disparities in participants' opinions. The findings revealed that 12 out of 15 participants
exhibited a limited understanding of attitudinal change instruction and attitudinal
learning. They also lacked the necessary pedagogical knowledge and practices required
to effectively plan and deliver attitudinal learning within the Social Studies context.
Notably, 11 participants did not prioritize attitudinal learning outcomes in Social
Studies, primarily due to the educational system's emphasis on cognitive assessments,
overlooking the affective and behavioral dimensions of learning. The study revealed
recurring themes that shed light on key barriers to the implementation of attitudinal
instructions in classrooms, including inadequate pedagogical knowledge and skills in
attitudinal learning, students' negative perceptions of the subject, teachers' irresponsible
behavior, limited comprehension of subject matter and its objectives. In light of these
findings, it is recommended that comprehensive training programs be organized for in service teachers, with the active involvement of the Ministry of Education, the
Curriculum Research and Development Division (CRDD), and the Ghana Education
Service (GES). Furthermore, to better equip future educators for attitudinal learning
instruction, it is advisable to integrate attitude change teaching into Social Studies
education programs at universities and colleges of education. This study underscores
the critical importance of aligning educational practices with the intended objectives of
Social Studies. Placing attitude change at the core of instructional activities in the
classroom is essential for the cultivation of responsible and engaged citizens who can
contribute positively to society
Description:
A thesis in the Department of Social Studies Education, Faculty of Social
Science, submitted to the School of Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Social Studies Education)
in the University of Education, Winneba