Ohene Sefah, Mumuni Zakaria, Fusheini, Benjamin Semenyo Lifeson, Henry Ofosu Ameyaw
The present study aimed to identify and describe the Professional Development Programmes available for Art Teachers in the Kwahu-South District Senior High Schools and to evaluate how authorities in the Kwahu-South District, organize Professional Development Programmes for Art teachers in the Senior High Schools. Qualitative and evaluation research designs were used. The population for the study consisted of 260 teachers at Kwahu-South District Senior High Schools. The population consisted of Heads of these schools, the Art and Culture Coordinator and the Human Resource Manager (HRM) at the Kwahu-South District education office. Out of the 260 population, only 32 were sampled for this study. Interviews, document analysis and focus group discussion were the instruments used in collecting the data. At the end of the study, it was realized that further studies, workshops, conferences and in-service training are the most common form of Professional Development Programmes that are available to teachers. The other Professional Development Programmes such as coaching, symposium, job rotation and seminar were the least and less attended programmes mentioned among the teachers. Therefore, it is recommended that the government and education stakeholders reconsider PD programmes in their action plans.
{"title":"Evaluation of Professional Development Programmes for Art Teachers in Kwahu-South District Senior High Schools in Ghana","authors":"Ohene Sefah, Mumuni Zakaria, Fusheini, Benjamin Semenyo Lifeson, Henry Ofosu Ameyaw","doi":"10.37256/ser.3420221671","DOIUrl":"https://doi.org/10.37256/ser.3420221671","url":null,"abstract":"The present study aimed to identify and describe the Professional Development Programmes available for Art Teachers in the Kwahu-South District Senior High Schools and to evaluate how authorities in the Kwahu-South District, organize Professional Development Programmes for Art teachers in the Senior High Schools. Qualitative and evaluation research designs were used. The population for the study consisted of 260 teachers at Kwahu-South District Senior High Schools. The population consisted of Heads of these schools, the Art and Culture Coordinator and the Human Resource Manager (HRM) at the Kwahu-South District education office. Out of the 260 population, only 32 were sampled for this study. Interviews, document analysis and focus group discussion were the instruments used in collecting the data. At the end of the study, it was realized that further studies, workshops, conferences and in-service training are the most common form of Professional Development Programmes that are available to teachers. The other Professional Development Programmes such as coaching, symposium, job rotation and seminar were the least and less attended programmes mentioned among the teachers. Therefore, it is recommended that the government and education stakeholders reconsider PD programmes in their action plans.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"92 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76737925","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}
Joy Johnson Agbo, Tolulope Oluwaseun Onayemi, G. Edo
The purpose of this study was to discover how the COVID-19 pandemic has influenced the academic performance of nursing students and the challenges faced while trying to adapt to the online learning era. A total of 144 respondents filled out the online questionnaire. Convenience sampling was considered the sampling method for the study. Online Google questionnaires were administered in accordance with the COVID-19 precautions being taken by the government to encourage social distancing thereby contributing to minimizing the spread of the virus. 105 of the study participants were female nursing students while very few of them were male (39). The outcome of the research showed that the challenges faced by nursing students were issues of limited time, network glitches and inability to cope when studying online. Those who have a high rating for online education want online education to continue while those that had low ratings for online learning were below average in the academic performance. Online learning for schools is not going away soon, so it should be made as convenient and easily accessible as possible. It is also recommended that students are allowed to give feedback as often as possible in the course of their online education.
{"title":"The Effect of COVID-19 Pandemic on the Academic Performance of Nursing Students","authors":"Joy Johnson Agbo, Tolulope Oluwaseun Onayemi, G. Edo","doi":"10.37256/ser.4120232043","DOIUrl":"https://doi.org/10.37256/ser.4120232043","url":null,"abstract":"The purpose of this study was to discover how the COVID-19 pandemic has influenced the academic performance of nursing students and the challenges faced while trying to adapt to the online learning era. A total of 144 respondents filled out the online questionnaire. Convenience sampling was considered the sampling method for the study. Online Google questionnaires were administered in accordance with the COVID-19 precautions being taken by the government to encourage social distancing thereby contributing to minimizing the spread of the virus. 105 of the study participants were female nursing students while very few of them were male (39). The outcome of the research showed that the challenges faced by nursing students were issues of limited time, network glitches and inability to cope when studying online. Those who have a high rating for online education want online education to continue while those that had low ratings for online learning were below average in the academic performance. Online learning for schools is not going away soon, so it should be made as convenient and easily accessible as possible. It is also recommended that students are allowed to give feedback as often as possible in the course of their online education.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89521816","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}
Samuel Richard Marcourt, E. Aboagye, Ebenezer Kingsley Armoh, Vivian Vinette Dougblor, Theophilus Aquinas Ossei-Anto
Science education has received a lot of attention around the world. Given this, several works of literature have been produced to address the issue from various perspectives. Regardless of the investigator's background, there are some universal challenges that science educators are currently facing. This paper identified and highlighted teaching methods as a prevailing crucial problem in science education in Ghana, emphasizing its enormity and long term consequences. Furthermore, the article proposes a model that can help to address the situation. The study suggests that learner-centered teaching approaches are the best pedagogy for stimulating learners' interests and understanding in science education. The study did reveal the enormity of how science in the nation's education is not seeing the light of day, as well as how science is not becoming more influential in attaining national development goals. The theories adopted for this research are social constructivism and constructive controversy as they see learning as exchanges and interrogation between learners and learners, and teachers and learners. The study again made recommendations of models for implementation to help rebrand the teaching of science education in Ghana.
{"title":"Teaching Method as a Critical Issue in Science Education in Ghana","authors":"Samuel Richard Marcourt, E. Aboagye, Ebenezer Kingsley Armoh, Vivian Vinette Dougblor, Theophilus Aquinas Ossei-Anto","doi":"10.37256/ser.4120232058","DOIUrl":"https://doi.org/10.37256/ser.4120232058","url":null,"abstract":"Science education has received a lot of attention around the world. Given this, several works of literature have been produced to address the issue from various perspectives. Regardless of the investigator's background, there are some universal challenges that science educators are currently facing. This paper identified and highlighted teaching methods as a prevailing crucial problem in science education in Ghana, emphasizing its enormity and long term consequences. Furthermore, the article proposes a model that can help to address the situation. The study suggests that learner-centered teaching approaches are the best pedagogy for stimulating learners' interests and understanding in science education. The study did reveal the enormity of how science in the nation's education is not seeing the light of day, as well as how science is not becoming more influential in attaining national development goals. The theories adopted for this research are social constructivism and constructive controversy as they see learning as exchanges and interrogation between learners and learners, and teachers and learners. The study again made recommendations of models for implementation to help rebrand the teaching of science education in Ghana.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73022154","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}
E. Nyamekye, Abigail Osei-Owusu, Daniel Baffour-Koduah, Love Kafui Mensah
This study examined Ghanaian language students' acceptance of e-learning using the Unified Theory of Acceptance and Use of Technology (UTAUT). A cross-sectional survey design was adopted for this research. Data for the research were gathered with an adapted UTAUT questionnaire. A total of 204 Ghanaian language students filled out the questionnaire. The gathered data were analyzed by computing the Means and Standard Deviation of the Likert Scale items. Also, a Multivariate Analysis of Variance (MANOVA) was run to test the hypotheses set to guide the study. The results of the study indicate a low acceptance of e-learning among Ghanaian language students. Also, the MANOVA results indicate no significant difference between students' e-learning acceptance based on gender. The difference in students' acceptance of e-learning was, however, found in their academic year in school; thus, as final-year students show a higher behavioural intention to study through e-learning, first, second and third years resisted e-learning.
{"title":"Ghanaian Language Students' Acceptance of E-Learning amid the COVID-19 Pandemic","authors":"E. Nyamekye, Abigail Osei-Owusu, Daniel Baffour-Koduah, Love Kafui Mensah","doi":"10.37256/ser.3320221974","DOIUrl":"https://doi.org/10.37256/ser.3320221974","url":null,"abstract":"This study examined Ghanaian language students' acceptance of e-learning using the Unified Theory of Acceptance and Use of Technology (UTAUT). A cross-sectional survey design was adopted for this research. Data for the research were gathered with an adapted UTAUT questionnaire. A total of 204 Ghanaian language students filled out the questionnaire. The gathered data were analyzed by computing the Means and Standard Deviation of the Likert Scale items. Also, a Multivariate Analysis of Variance (MANOVA) was run to test the hypotheses set to guide the study. The results of the study indicate a low acceptance of e-learning among Ghanaian language students. Also, the MANOVA results indicate no significant difference between students' e-learning acceptance based on gender. The difference in students' acceptance of e-learning was, however, found in their academic year in school; thus, as final-year students show a higher behavioural intention to study through e-learning, first, second and third years resisted e-learning.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85139156","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}
Clarke Ebow Yalley, Ernest Sarpong Akore, Philemon Afutor
Academic discourse has highlighted the influence of pre-service teachers' technological knowledge as a cord linking their pedagogy and content integration. However, pre-service teachers' demographic characteristics play a crucial role in their technological knowledge development. As a result, this study examined how prospective teachers' demographic variables predict their technological knowledge. A census survey with an exploratory multiple-regression design was adopted to test the relationship of the predictive variables (programme of study, gender, central area of specialization, and minor area of specialization) of Abetifi Presbyterian College of Education pre-service teachers. A census technique was used to include all the 379 level 400 pre-service teachers pursuing Bachelor of Education (Primary Education) and Bachelor of Education (Junior High School Education) for the 2021/2022 academic year. A five-point closed-ended questionnaire with a Cronbach alpha coefficient of 0.758 was used as the primary data collection instrument. The study's findings indicated that prospective teachers were technologically knowledgeable in recognizing, accepting, adapting, exploring and advancing technological resources. The study's findings established that demographic variables were statistically significant predictors of pre-service technological knowledge. For teacher training institutions to address the technological challenges of prospective teachers, technological resources applicable within their subject areas of specialization should be used during instruction. Teacher educators should consider the background characteristics of prospective teachers in order to select and adjust technological resources to whip prospective teachers' interest in the use of innovative resources during instruction.
{"title":"Pre-service Teachers' Characteristics Predict their Technological Knowledge: An Exploratory Multiple-Regression Design","authors":"Clarke Ebow Yalley, Ernest Sarpong Akore, Philemon Afutor","doi":"10.37256/ser.4120231933","DOIUrl":"https://doi.org/10.37256/ser.4120231933","url":null,"abstract":"Academic discourse has highlighted the influence of pre-service teachers' technological knowledge as a cord linking their pedagogy and content integration. However, pre-service teachers' demographic characteristics play a crucial role in their technological knowledge development. As a result, this study examined how prospective teachers' demographic variables predict their technological knowledge. A census survey with an exploratory multiple-regression design was adopted to test the relationship of the predictive variables (programme of study, gender, central area of specialization, and minor area of specialization) of Abetifi Presbyterian College of Education pre-service teachers. A census technique was used to include all the 379 level 400 pre-service teachers pursuing Bachelor of Education (Primary Education) and Bachelor of Education (Junior High School Education) for the 2021/2022 academic year. A five-point closed-ended questionnaire with a Cronbach alpha coefficient of 0.758 was used as the primary data collection instrument. The study's findings indicated that prospective teachers were technologically knowledgeable in recognizing, accepting, adapting, exploring and advancing technological resources. The study's findings established that demographic variables were statistically significant predictors of pre-service technological knowledge. For teacher training institutions to address the technological challenges of prospective teachers, technological resources applicable within their subject areas of specialization should be used during instruction. Teacher educators should consider the background characteristics of prospective teachers in order to select and adjust technological resources to whip prospective teachers' interest in the use of innovative resources during instruction.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85229240","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 study assessed the usage of social media networks in seeking information by college students: with reference to Buhare Community Development Training Institute (CDTI), Musoma-Mara region, Tanzania. Data were collected from two hundred seventy-three (273) study participants using questionnaires. The sample of the study was representative. The results from the analysis showed that Buhare CDTI students were familiar with social media while performance and efficiency was the highly cited factor influencing the choice of social media. Study findings further showed that social media sites were a reliable source of information for academic purposes and the majority of the participants noted that the reason for use of social media was academic and information-sharing purposes. Additionally, the majority of the participants revealed that there was a strong relationship between the extent of their use of social media and their academic performance. The study further established that the high cost of Internet bandwidth, identifying the author of materials retrieved from social media sites due to information overload, and failure to discover reliable information to be used on academic references due to the flood of information from social media were the critical challenges faced by students. Conclusively, it was clear from the current study that social media platforms are reliable sources of information to be used by college students in their daily academic life. The study suggests that academic institutions should promote and motivate students to use social media in their daily academic activities. Also, tutors and all academic stakeholders have to train students so that they may have the skills and knowledge to use IT devices.
{"title":"The Use of Social Media for Students' Academic Life: Experience from Buhare Community Development Training Institute, Musoma, Tanzania","authors":"H. Mambo, Saidi A. Mbegani, Christian. Mubofu","doi":"10.37256/ser.4120231744","DOIUrl":"https://doi.org/10.37256/ser.4120231744","url":null,"abstract":"The study assessed the usage of social media networks in seeking information by college students: with reference to Buhare Community Development Training Institute (CDTI), Musoma-Mara region, Tanzania. Data were collected from two hundred seventy-three (273) study participants using questionnaires. The sample of the study was representative. The results from the analysis showed that Buhare CDTI students were familiar with social media while performance and efficiency was the highly cited factor influencing the choice of social media. Study findings further showed that social media sites were a reliable source of information for academic purposes and the majority of the participants noted that the reason for use of social media was academic and information-sharing purposes. Additionally, the majority of the participants revealed that there was a strong relationship between the extent of their use of social media and their academic performance. The study further established that the high cost of Internet bandwidth, identifying the author of materials retrieved from social media sites due to information overload, and failure to discover reliable information to be used on academic references due to the flood of information from social media were the critical challenges faced by students. Conclusively, it was clear from the current study that social media platforms are reliable sources of information to be used by college students in their daily academic life. The study suggests that academic institutions should promote and motivate students to use social media in their daily academic activities. Also, tutors and all academic stakeholders have to train students so that they may have the skills and knowledge to use IT devices.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79638486","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}
Given the lack of research inquiring into pre-service teachers' acculturation, this study explored pre-service English teachers' acculturation into teaching practice during their internship in the Chinese context. A qualitative case study was conducted among two intern English teachers, with data obtained from semi-structured interviews. The findings revealed that pre-service intern English teachers perceived uncertainties and confusion, they encountered difficulties when acculturating into school teaching practice, including acculturation into the new living situations, psychological well-being adaptation, identity transformation, and the handling of interpersonal relations. Possible reasons for these difficulties include divergence in value orientations, unprepared mindset and professional identity, and insufficient cooperation among teacher-training universities, the administrative departments of government, and local schools. The results of the study provide pre-service teachers with suggestions to effectively acculturate into teaching practice during the internship, but also provide suggestions for universities and local schools to make informed decisions.
{"title":"Pre-Service English Teachers' Acculturation into School Teaching Practice during Internship: A Narrative Case Study","authors":"Ruyue Zhang, Fang Huang","doi":"10.37256/ser.4120231860","DOIUrl":"https://doi.org/10.37256/ser.4120231860","url":null,"abstract":"Given the lack of research inquiring into pre-service teachers' acculturation, this study explored pre-service English teachers' acculturation into teaching practice during their internship in the Chinese context. A qualitative case study was conducted among two intern English teachers, with data obtained from semi-structured interviews. The findings revealed that pre-service intern English teachers perceived uncertainties and confusion, they encountered difficulties when acculturating into school teaching practice, including acculturation into the new living situations, psychological well-being adaptation, identity transformation, and the handling of interpersonal relations. Possible reasons for these difficulties include divergence in value orientations, unprepared mindset and professional identity, and insufficient cooperation among teacher-training universities, the administrative departments of government, and local schools. The results of the study provide pre-service teachers with suggestions to effectively acculturate into teaching practice during the internship, but also provide suggestions for universities and local schools to make informed decisions.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"219 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79580042","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}
This research explored the factors affecting awareness regarding graduate career prospects for distance learners of Economics, studying at the Directorate of Distance Education, University of Jammu, India. Distance learners completed a questionnaire about students' career intentions and motivation for undertaking the subject. Exploratory Factor Analysis (EFA) and Cluster Analysis were used to cluster these students into groups "based upon their perceptions and awareness" of graduate careers. The distance learners were aware of the career opportunities available to MA Economics graduates. Their awareness emerged as the most significant factor. However, they also show 'Perceived Poor job prospects'. Two clusters emerged: 'highly motivated learners' and 'moderately motivated learners'. The item 'Those studying for academics and competitive exams simultaneously don't achieve anything in life' emerged as the most influential in forming the clusters. The findings highlight an urgent need for early counselling for these students. Their competitive inclination can be seen from their response to the question 'Why distance mode was chosen', as 47% responded that it was due to their preparing for the competitive exams simultaneously. Their job preferences for the banking sector (26.3%), education sector (22.5%) or acceptance of any job (16.5%) show that their pursuit of a Master's degree in Economics was not an influencer in their career orientation. The learners have not realized their potential yet, due to which they are willing to take up any job, thus underutilizing their special skills learned after completing the Master's degree in Economics.
{"title":"Segmenting Distance Learners on the Basis of their Career Awareness and Perceived Employability: A Study of PG Economics Students of University of Jammu","authors":"Neelam Choudhary","doi":"10.37256/ser.4120231690","DOIUrl":"https://doi.org/10.37256/ser.4120231690","url":null,"abstract":"This research explored the factors affecting awareness regarding graduate career prospects for distance learners of Economics, studying at the Directorate of Distance Education, University of Jammu, India. Distance learners completed a questionnaire about students' career intentions and motivation for undertaking the subject. Exploratory Factor Analysis (EFA) and Cluster Analysis were used to cluster these students into groups \"based upon their perceptions and awareness\" of graduate careers. The distance learners were aware of the career opportunities available to MA Economics graduates. Their awareness emerged as the most significant factor. However, they also show 'Perceived Poor job prospects'. Two clusters emerged: 'highly motivated learners' and 'moderately motivated learners'. The item 'Those studying for academics and competitive exams simultaneously don't achieve anything in life' emerged as the most influential in forming the clusters. The findings highlight an urgent need for early counselling for these students. Their competitive inclination can be seen from their response to the question 'Why distance mode was chosen', as 47% responded that it was due to their preparing for the competitive exams simultaneously. Their job preferences for the banking sector (26.3%), education sector (22.5%) or acceptance of any job (16.5%) show that their pursuit of a Master's degree in Economics was not an influencer in their career orientation. The learners have not realized their potential yet, due to which they are willing to take up any job, thus underutilizing their special skills learned after completing the Master's degree in Economics.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"107 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78075157","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 purpose of this study was to identify students' preferred instructional methods for teaching Social Studies in a selected Senior High School in Afadzato South District of Ghana. This study employed a concurrent triangulation mixed-method strategy. A multi-stage sampling strategy was used to select 78 form three students. Purposive sampling was used to select 3 Social Studies teachers. Self-developed observation and interview guides were used in collecting the data. Self-developed questionnaires were also used in collecting data from only students. However, both teachers and students participated in the study through the interview and classroom observation in order to ascertain an in depth understanding of students' responses to the questionnaires. Validity and reliability were established by piloting the research instruments in one of the senior high schools in Afadzato South District. Besides, the research instruments were given to other colleague researchers to review before the final data were collected. Also, concepts were explained to students for clarity before responding to the questions. The study's findings revealed that students prefer to learn and be taught Social Studies in a variety of ways. Students also prefer learner-centred strategies to teacher-centred methods. It was concluded that Social Studies objectives will be attained via students' preferred methods of instruction. The study recommended that teachers must alternate their teaching methods to meet students' preferences, to enable them to develop positive responses to Social Studies in order to have a vibrant Social Studies programme, with students actively involved in achieving the objectives of Social Studies.
{"title":"Investigating Students' Preferred Instructional Methods for Teaching Social Studies in a Selected Senior High School in Afadzato South District, Ghana","authors":"John Zengulaaru, E. Nyamekye","doi":"10.37256/ser.4120231491","DOIUrl":"https://doi.org/10.37256/ser.4120231491","url":null,"abstract":"The purpose of this study was to identify students' preferred instructional methods for teaching Social Studies in a selected Senior High School in Afadzato South District of Ghana. This study employed a concurrent triangulation mixed-method strategy. A multi-stage sampling strategy was used to select 78 form three students. Purposive sampling was used to select 3 Social Studies teachers. Self-developed observation and interview guides were used in collecting the data. Self-developed questionnaires were also used in collecting data from only students. However, both teachers and students participated in the study through the interview and classroom observation in order to ascertain an in depth understanding of students' responses to the questionnaires. Validity and reliability were established by piloting the research instruments in one of the senior high schools in Afadzato South District. Besides, the research instruments were given to other colleague researchers to review before the final data were collected. Also, concepts were explained to students for clarity before responding to the questions. The study's findings revealed that students prefer to learn and be taught Social Studies in a variety of ways. Students also prefer learner-centred strategies to teacher-centred methods. It was concluded that Social Studies objectives will be attained via students' preferred methods of instruction. The study recommended that teachers must alternate their teaching methods to meet students' preferences, to enable them to develop positive responses to Social Studies in order to have a vibrant Social Studies programme, with students actively involved in achieving the objectives of Social Studies.","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89016545","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 : 2022-09-30DOI: 10.37561/sse.2022.09.61.3.21
J. Kang
{"title":"A Comparative Study on the Notion of Nation and Historical Narrative Related to Ancient History in the Two Koreas’ Middle School History Textbooks","authors":"J. Kang","doi":"10.37561/sse.2022.09.61.3.21","DOIUrl":"https://doi.org/10.37561/sse.2022.09.61.3.21","url":null,"abstract":"","PeriodicalId":37963,"journal":{"name":"Journal of Social Studies Education Research","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75433497","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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