Abstract:
The purpose of the study was to explore the perceptions of technical students towards
the teaching of Social Studies in the Nkoranza Technical Institute in the Bono East
region of Ghana.This study adopted interpretivism paradigm. The researcher used the
case study design for the study in the Nkoranza technical Institute in the Bono East
Region of Ghana.Qualitative research approach was used in this study. The sample for
this study was 15 form two students of which eight were males and seven were
females. Convenience sampling technique was used in selecting the sample for the
study. The researcher used interview guide in collecting data for the study. The
findings showed that technical students often expressed a sense of disconnection
between Social Studies and their core technical courses. Theoretical concepts in
Social Studies were perceived as unrelated to their technical education, making it
challenging to see the subject's relevance. It was therefore, recommended that Social
Studies teachers should employ a variety of teaching methods, including hands-on
activities, group discussions, and case studies, to cater for the diverse learning
preferences of technical students. The Ministry of Education in collaboration with
TVET should allocate adequate resources for Social Studies, including updated
textbooks, online materials, and access to relevant information sources, to support
students' learning and keep them engaged.
Description:
A Dissertation in the Department of Social Studies Education,
Faculty of Social Sciences Education, 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 Education)
in the University of Education, Winneba
