Challenges of Implementing Integrated Social Studies Curriculum in Basic Schools: A Study of Cape Coast Metropolis

Abstract

This study is a follow up or confirmatory study of an earlier study that dealt with tutors of Colleges of Education perceptions about integrating social studies teaching with science in the three Colleges of Education in the Central Region. The current study sought the possibility of uncovering the hindrances social studies teachers at the basic school level encounter in implementing integrated curriculum of social studies. The main purpose of the study was to explore the strategies for integrated study of any kind as well as the difficulties educators in basic schools in Ghana face in using integrated curriculum approach in teaching social studies. The study employed the descriptive survey. The targeted population for the study was all Social Studies teachers in the basic schools in the Cape Coast Metropolis in the Central Region. The researchers used simple random sampling technique to select 30 Social Studies teachers from 30 basic schools within Cape Coast Metropolis. Questionnaire was the main instrument used for data collection and the result from the study indicated that there are factors hindering teachers use of integration in Basic Schools in the study area. The study recommended that for effective use of integrated curriculum at the basic school level, Pre service teachers should be made to fully appreciate the concept of integrated curriculum and how to make effective use of the approach in teaching. Again, the difficulties or hindrances of teachers use of integrated approach in teaching social studies can be minimized if there are post qualification professional development workshops to keep teachers updated on how to teach across disciplines while maintaining social studies as an independent subject.