Exploring Hurdles in Elevating Social Studies Education: Unravelling the Assessment Conundrum at St. Peters ‘B’ Junior High School

Abstract

The study sought to examine the challenges facing assessment techniques in the teaching Social Studies in Nsoatere Community JHS in. The research design selected for the study was descriptive survey. The data collection was questionnaire. The population for the study consisted of Social Studies teachers. A population of 15 were all included in the study through census method. The key findings of the study according to the specific objectives were: Social Studies teachers practice formative assessment, insufficient time for assessment is the major challenge facing Social Studies teachers and students are unable to realise their mistakes due to absence of feedback. From the finding these conclusions were made according to the specific objectives: teachers focused on the type of assessment that leads to clarification and modification of teaching methods, insufficient time for assessment prevents Social Studies teachers from using appropriate assessment procedures and tools for conducting good assessment and teacher’s assessment and evaluation procedures in Social Studies in the JHS are not valid and reliable. These recommendations were made: Social Studies teachers at the JHS should also consider the other types of assessment procedures, heads of schools are to make sure Social Studies lessons are given more ample time to aid assessment in the subject and Social Studies teachers should make sure any assessment and evaluation procedures and tools used in Social Studies in the Junior High School are valid and reliable as they promote feedback.