Integrated Nature of Social Studies in Junior High Schools in Ghana: Pedagogical Implications

Abstract

The study investigated the pedagogical implications of the integrated nature of Social Studies in Junior High Schools (JHSs) in Ghana. Quantitative data collection and analyses procedures were used. All the 346 Social Studies teachers in JHSs in the Kumasi Metropolis during the 2017/2018 academic year were included (census) in the study. However, 341 teachers provided usable data for the study. A self-developed questionnaire was used to collect data. Descriptive statistics with means and standard deviation were employed to analyse and present the data. In effect, Social Studies teachers do not possess the requisite competence that would enable them teach Social Studies in an integrated manner. This is due to the nature of the content and training provided them during their pre-service training. The implication is that they teach areas of the Social Studies curriculum they are abreast with while placing little or no emphasis on other relevant areas of the curriculum. It was recommended that there should be agreement as to the essential elements that should constitute the Social Studies curriculum at tertiary levels of education in Ghana. This will help provide a common content for the Social Studies curriculum for training Social Studies teachers in an integrated manner by teacher training tertiary institutions in Ghana. Also, courses in the Social Studies in the teacher training institutions in Ghana should acquaint Social Studies teachers with knowledge and experiences in integrated Social Studies and provide them with experiences in teaching Social Studies in an integrated manner. This will equip all Social Studies teachers to be better positioned to teach Social Studies in an integrated manner.