Abstract:
The purpose of this study was to provide empirical evidence about value education
through Social Studies. The study used a 38-item questionnaires to investigate value
education through Social Studies. All the Social Studies teachers teaching in the
public Junior High School in Adanta Municipality were used in the study due to their
size. 21 out of the total of 26 teachers responded to the questionnaires administered.
The study focused on exploring the techniques Social Studies teachers employ in
value education, examining the moral values inculcated through Social Studies and
analysing teacher practices that promote the inculcation of moral values in students.
The results of the study revealed that a greater percentage of the teachers use the
discussion technique, the lecture technique and the games technique to teach Social
Studies or inculcate moral values into students. The study outcome also showed that
role play teaching technique and storytelling technique are used rarely by Social
Studies teachers to inculcated through Social Studies included respect/politeness,
responsibility, justice and fairness, caring and kindness, civic duty and citizenship.
The result of the study showed that the moral value of trustworthiness/honesty is not
inculcated through Social Studies. The study again unearthed the fact that teacher
practices like setting good examples for students to follow promotes moral values in
students. But teachers disagreed that inconsistent behaviour or practices of teachers
may promote unlearning of the very values they strive for students to learn. The study
revealed that teachers heavily depended on the discussion and lecture technique to
inculcate moral values in students. It therefore is recommended that resources should
be made available to enable teachers employ other teaching techniques like the role
play teaching technique and the story telling teaching techniques to help inculcate
moral values in students.it is therefore also recommended that Ghana Education
Service (GES) in consultation with curriculum planners should consider including
moral values such as trustworthiness and honesty in the Junior High School Social
Studies Syllabus to help Social Studies teachers inculcate such equally important
moral values in students.
Description:
A thesis in the Department of Social Studies Education,
Faculty of Social Sciences, Submitted
to the School of Graduate Studies in Partial fulfilment
of the Requirements for the Award of the Degree of
Master of Education
(Social Studies)
in the University of Education, Winneba
JANUARY, 2023