Abstract:
The study investigated the curriculum implementation challenges of Senior High School
Social Studies in Ghana with specific references to senior high schools in the Kwahu East
District in the Eastern Region. The study used descriptive survey design because of its
relevance to the study. Proportionate sampling technique was used to select 196 students
from five senior high schools in the Kwahu East District in the Eastern Region and 24
teachers were also census sampled from the five schools for the study. Two sets of
questionnaires were used to collect data from both students and teachers. The data collected
were analysed using descriptive statistics in a form of frequencies, percentages and means
with their respective standard deviations. The results of the study indicate that a large
number of teachers were academically competent to teach social studies. However,
teaching was mostly classroom-centred as there was little opportunity for inquiry and
fieldwork activities. The teachers agreed that curriculum implementation is a worthwhile
process and an indispensable tool for students’ instruction and achievements in senior high
schools. But the teaching and implementation of social studies curriculum was hindered by
inadequate instructional materials and in-service training and the deployment of lecture
and discussion methods. It is recommended that schools should be provided with required
teaching learning materials to make teaching more concrete. Also periodic in-service
training in the form of workshops and seminars should be organised for teachers to upgrade
their knowledge in the pedagogy of social studies.
Description:
A Thesis in Department of Educational Leadership, Faculty of Education and
Communication Sciences, submitted to the School of Graduate Studies, University
of Education, Winneba, in partial fulfilment of the requirements for award of the
Master of Philosophy (Educational Leadership) degree
DECEMBER, 2016