An exploration of social studies teachers classroom practices in the Agona East and West Districts of the Central Region of Ghana

Abstract

This work examined Social Studies teacher‟s classroom practices in the Agona West and East districts of the Central Region of Ghana. It explored Social Studies teacher‟s classroom practices in relation to the instructional strategies employed by these teachers, their mode of assessment as well as how teachers interact with students. The research was designed and approached using the mixed method approach which employed multiple methods of data collection. The data were collected using questionnaire including Likert scale items and an observation check list. The purposive and convenient sampling techniques were used to select the respondents for the study. A total of 31 participants were involved in the study. The discussion showed that teachers who hold appropriate qualification in the subject area coupled with long term experience are more likely to utilize effective classroom strategies. It was unearth that effective teaching of social studies cam be achieved through the use of varied instructional strategies. Also positive teacher student interaction plays a key role in enhancing student learning since it has the capacity to instil in student‟s confidence and the motivation to learn. The discussion showed that even though teachers assess classroom instruction, these assessment practices are not effective. Teachers mostly used essay test in assessing lessons as against the other types like the objective test item. In addition to this, teachers mostly did not give feedback on student‟s assessment. Difficulty and time consuming mature of constructing objective test makes teachers resort to using essay test in assessing students. It is therefore undeniable that even though teachers used good instructional approaches and maintain effective interaction with students, it actual impact may not ascertain due to ineffective assessment. It emerged that good classroom practices are essential to effective social education. It is recommended in light of this that, teachers ought to be given enough preparatory and in-service education to have adequate understanding of the concept of assessment as well as the use of varied instructional strategies.