Pub Date : 2022-03-31DOI: 10.37561/sse.2022.03.61.1.175
Gyung-ho Mun
{"title":"Changes on the History Education in North Korea since Seizing the Power by Kim Jung Eun and the Comparison on the History Education Between South and North Korea","authors":"Gyung-ho Mun","doi":"10.37561/sse.2022.03.61.1.175","DOIUrl":"https://doi.org/10.37561/sse.2022.03.61.1.175","url":null,"abstract":"","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88671233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.37561/sse.2022.03.61.1.145
E. Jo
{"title":"Exploring the Characteristics and Implications of the IB PYP Social Studies Curriculum","authors":"E. Jo","doi":"10.37561/sse.2022.03.61.1.145","DOIUrl":"https://doi.org/10.37561/sse.2022.03.61.1.145","url":null,"abstract":"","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91140958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.37561/sse.2022.03.61.1.103
Hyun-min Jo, Hong-seop Hwang
{"title":"Comparative Analysis of Elementary Social Studies Textbooks by the Conversion of Government Certified Textbooks: Focused on Geographic Area","authors":"Hyun-min Jo, Hong-seop Hwang","doi":"10.37561/sse.2022.03.61.1.103","DOIUrl":"https://doi.org/10.37561/sse.2022.03.61.1.103","url":null,"abstract":"","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84398563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.37561/sse.2022.03.61.1.125
Hyeyoung Yoo
{"title":"The Effects of the Students Perception of Democratic Class Climate on Social Trust","authors":"Hyeyoung Yoo","doi":"10.37561/sse.2022.03.61.1.125","DOIUrl":"https://doi.org/10.37561/sse.2022.03.61.1.125","url":null,"abstract":"","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77654811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-31DOI: 10.37561/sse.2022.03.61.1.191
Yong-taek Sohn, S. Nam
{"title":"Peng-shui in the Perspective of Location Theory: a Comparative Study of Traditional and Contemporary Location","authors":"Yong-taek Sohn, S. Nam","doi":"10.37561/sse.2022.03.61.1.191","DOIUrl":"https://doi.org/10.37561/sse.2022.03.61.1.191","url":null,"abstract":"","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81246225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Globally, the problem of out-of-field teaching persists despite the frantic efforts of policymakers to ensure that qualified teachers are placed in classrooms to teach subjects and grade levels for which they were trained. Though statistics on the phenomenon remain scanty in Ghana, available evidence indicates that it accounts for the poor performance of students in the Basic Education Certificate Examination (BECE), especially in rural areas. This study, therefore, explored the experiences of out-of-field teachers in the basic schools in the Ekumfi District. Using the multiple case-study designs, nine teachers were sampled for the study. Both interview guide and observation schedules were used for data collection, where data collected from the respondents were analyzed thematically. The study revealed that teachers found themselves teaching out-of-field due to policy directives at the school level but not of their own volition. Therefore, most of them have not adjusted well to the demands of the classroom. They, therefore, struggle to prepare appropriate lesson notes, conduct assessments, and effectively manage their classrooms. The study concludes that students' performance in the rural parts of Ghana is likely to continue to decrease if policies that may limit its influence in the classroom are not pursued. Therefore, the study recommends that the Ministry of Education and its subsidiary agencies, such as the Ghana Education Service, develop a policy framework to guide the recruitment and deployment of teachers.
{"title":"Out-of-Field Teaching in Ghanaian Basic Schools: A Matrix of Basic School Teachers' Experiences in Ekumfi District","authors":"Stephen Kwakye Apau","doi":"10.37256/ser.3120221314","DOIUrl":"https://doi.org/10.37256/ser.3120221314","url":null,"abstract":"Globally, the problem of out-of-field teaching persists despite the frantic efforts of policymakers to ensure that qualified teachers are placed in classrooms to teach subjects and grade levels for which they were trained. Though statistics on the phenomenon remain scanty in Ghana, available evidence indicates that it accounts for the poor performance of students in the Basic Education Certificate Examination (BECE), especially in rural areas. This study, therefore, explored the experiences of out-of-field teachers in the basic schools in the Ekumfi District. Using the multiple case-study designs, nine teachers were sampled for the study. Both interview guide and observation schedules were used for data collection, where data collected from the respondents were analyzed thematically. The study revealed that teachers found themselves teaching out-of-field due to policy directives at the school level but not of their own volition. Therefore, most of them have not adjusted well to the demands of the classroom. They, therefore, struggle to prepare appropriate lesson notes, conduct assessments, and effectively manage their classrooms. The study concludes that students' performance in the rural parts of Ghana is likely to continue to decrease if policies that may limit its influence in the classroom are not pursued. Therefore, the study recommends that the Ministry of Education and its subsidiary agencies, such as the Ghana Education Service, develop a policy framework to guide the recruitment and deployment of teachers.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84614114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Physical Education since its inception has been playing an essential role in student's development, particularly in early childhood. This paper, therefore, sought to examine the factors associated with the selection and non-selection of Physical Education as an elective course. With the social cognitive career theory as a lens, the findings were premised on a semi-structured interview schedule with 20 targeted student-teachers from the 8 colleges of education in the Ashanti region, Ghana. The study revealed that difficulty, lack of interest, absence of Physical Education in the curriculum, inadequate information and knowledge, and misconceptions about Physical Education underpinned its non-selection. Further, the study discovered that factors such as awareness creation, pursuance of Physical Education as an elective in Senior High School, employing practical methods, employment of additional Physical Education tutors, and health benefits attract student-teachers to select Physical Education as an elective course. The study recommended enlightenment, early education, hands-on knowledge, improved human resource, and well-being as measures to curb the issue of non-selection of Physical Education.
{"title":"\"I Shy Away\": Student-Teachers View on Non-Selection of Physical Education As an Elective in Colleges of Education","authors":"Nathanael Adu, E. Aboagye","doi":"10.37256/ser.3120221350","DOIUrl":"https://doi.org/10.37256/ser.3120221350","url":null,"abstract":"Physical Education since its inception has been playing an essential role in student's development, particularly in early childhood. This paper, therefore, sought to examine the factors associated with the selection and non-selection of Physical Education as an elective course. With the social cognitive career theory as a lens, the findings were premised on a semi-structured interview schedule with 20 targeted student-teachers from the 8 colleges of education in the Ashanti region, Ghana. The study revealed that difficulty, lack of interest, absence of Physical Education in the curriculum, inadequate information and knowledge, and misconceptions about Physical Education underpinned its non-selection. Further, the study discovered that factors such as awareness creation, pursuance of Physical Education as an elective in Senior High School, employing practical methods, employment of additional Physical Education tutors, and health benefits attract student-teachers to select Physical Education as an elective course. The study recommended enlightenment, early education, hands-on knowledge, improved human resource, and well-being as measures to curb the issue of non-selection of Physical Education.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85972749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The uptake of virtual learning blended with the traditional instructional pedagogies in Social Studies instruction among senior high school teachers in Ghana is developing rapidly. Grounded on Technology Acceptance Model (TAM), this study was commissioned to interrogate senior high school Social Studies teachers' and students' perceptions of online learning and its impact on their application of technology in teaching and learning. The research was purely quantitative, conducted in the Northern Region of Ghana, adopted a causal-comparative research design and administered a questionnaire to Social Studies teachers (N = 84) and senior high school students (N = 972) randomly sampled for the research. The internal consistency of the items on the questionnaires was validated using the Cronbach alpha formula, from which that of Social Studies teachers yielded α = 0.89 and that of the students yielded α = 0.73 respectively. The data were analyzed employing inferential and descriptive statistics supported by Statistical Package for Social Sciences (SPSS) version 22. The findings discovered that although Social Studies teachers and students had positive perceptions and motivation to use online learning, teachers' integration of technology into teaching and learning was low due to inadequate computers, lack of access to the internet, and limited ICT skills and that teachers' perceptions of online learning have no significant impact on their rate of integration of technology into Social Studies teaching and learning. Based on the findings, the study recommends teacher training, equipping senior high schools with relevant digital tools including the internet, subsidizing laptops for teachers and students, and curriculum reforms that create opportunities for the integration of online learning into teaching.
{"title":"Senior High School Teachers' and Students' Perception about the Integration of Online Learning and Its Impact on Their Application of Technology in Teaching and Learning of Social Studies in Northern Region, Ghana","authors":"Iddrisu Bariham","doi":"10.37256/ser.3120221268","DOIUrl":"https://doi.org/10.37256/ser.3120221268","url":null,"abstract":"The uptake of virtual learning blended with the traditional instructional pedagogies in Social Studies instruction among senior high school teachers in Ghana is developing rapidly. Grounded on Technology Acceptance Model (TAM), this study was commissioned to interrogate senior high school Social Studies teachers' and students' perceptions of online learning and its impact on their application of technology in teaching and learning. The research was purely quantitative, conducted in the Northern Region of Ghana, adopted a causal-comparative research design and administered a questionnaire to Social Studies teachers (N = 84) and senior high school students (N = 972) randomly sampled for the research. The internal consistency of the items on the questionnaires was validated using the Cronbach alpha formula, from which that of Social Studies teachers yielded α = 0.89 and that of the students yielded α = 0.73 respectively. The data were analyzed employing inferential and descriptive statistics supported by Statistical Package for Social Sciences (SPSS) version 22. The findings discovered that although Social Studies teachers and students had positive perceptions and motivation to use online learning, teachers' integration of technology into teaching and learning was low due to inadequate computers, lack of access to the internet, and limited ICT skills and that teachers' perceptions of online learning have no significant impact on their rate of integration of technology into Social Studies teaching and learning. Based on the findings, the study recommends teacher training, equipping senior high schools with relevant digital tools including the internet, subsidizing laptops for teachers and students, and curriculum reforms that create opportunities for the integration of online learning into teaching.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74671342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Benjamin Aidoo, Allyson Macdonald, Alexander Obiri Gyampoh, Kennedy Ameyaw Baah, Johnson Tsyawo
The purpose of this research was to determine Ghanaian teachers' competencies in delivering online lessons. Transitioning face-to-face instructions to an online environment presents difficulties for instructors, particularly teachers and students doing so for the first time. The researchers explore how teachers in disrupted schools use information and communications technology (ICT) in their classrooms that differ in several ways from the regular classroom. The researchers investigated the factors influencing teachers' online instruction competence. A questionnaire was used to collect data from teachers in three teacher training colleges in Ghana in the 2021 academic year. Results showed that teachers had adequate knowledge of ICT. Also, ICT knowledge was strongly correlated to ICT usage. Regression analysis revealed that teachers could become competent and effectively teach online courses by having adequate knowledge, regularly using ICT, and receiving technical support from the institution. These findings suggest that teachers need sufficient knowledge and support to use computers to become competent in integrating ICT into their online course delivery.
{"title":"Factors Influencing Teachers' Online Teaching Competence in Higher Education","authors":"Benjamin Aidoo, Allyson Macdonald, Alexander Obiri Gyampoh, Kennedy Ameyaw Baah, Johnson Tsyawo","doi":"10.37256/ser.3120221315","DOIUrl":"https://doi.org/10.37256/ser.3120221315","url":null,"abstract":"The purpose of this research was to determine Ghanaian teachers' competencies in delivering online lessons. Transitioning face-to-face instructions to an online environment presents difficulties for instructors, particularly teachers and students doing so for the first time. The researchers explore how teachers in disrupted schools use information and communications technology (ICT) in their classrooms that differ in several ways from the regular classroom. The researchers investigated the factors influencing teachers' online instruction competence. A questionnaire was used to collect data from teachers in three teacher training colleges in Ghana in the 2021 academic year. Results showed that teachers had adequate knowledge of ICT. Also, ICT knowledge was strongly correlated to ICT usage. Regression analysis revealed that teachers could become competent and effectively teach online courses by having adequate knowledge, regularly using ICT, and receiving technical support from the institution. These findings suggest that teachers need sufficient knowledge and support to use computers to become competent in integrating ICT into their online course delivery.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"58 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73554136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jacob Issaka, Francis Hull Adams, Emmanuel Nomah, Barbara Amoako Kissi
The youth is said to be the backbone of every society because of the critical role they play in the community development. The youth, therefore, form the pivot of societal development. This paper assessed the role of youth groups in the community development in Akyode Traditional Area in the Nkwanta South Municipality. The research adopted a mixed-method approach, specifically concurrent triangulation where the researchers employed both the quantitative and qualitative approaches to study a phenomenon at the same time. The simple random sampling technique was employed to select 200 respondents for the study. It was realized that the youth groups play diverse roles including sensitizing members on the importance of education and initiating community development projects. It was also realised that there is a positive relationship between youth development and their role in the community development processes in the area. The study recommends that the competences, attitudes, values and skills of the youth could be further developed through symposia, club meetings, workshops, conferences, seminars and sports and games to enable them to contribute meaningfully towards community development.
{"title":"Assessing the Role of Youth Groups in Community Development in the Nkwanta South Municipality","authors":"Jacob Issaka, Francis Hull Adams, Emmanuel Nomah, Barbara Amoako Kissi","doi":"10.37256/ser.3120221279","DOIUrl":"https://doi.org/10.37256/ser.3120221279","url":null,"abstract":"The youth is said to be the backbone of every society because of the critical role they play in the community development. The youth, therefore, form the pivot of societal development. This paper assessed the role of youth groups in the community development in Akyode Traditional Area in the Nkwanta South Municipality. The research adopted a mixed-method approach, specifically concurrent triangulation where the researchers employed both the quantitative and qualitative approaches to study a phenomenon at the same time. The simple random sampling technique was employed to select 200 respondents for the study. It was realized that the youth groups play diverse roles including sensitizing members on the importance of education and initiating community development projects. It was also realised that there is a positive relationship between youth development and their role in the community development processes in the area. The study recommends that the competences, attitudes, values and skills of the youth could be further developed through symposia, club meetings, workshops, conferences, seminars and sports and games to enable them to contribute meaningfully towards community development.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82229148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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