Technology Integration in Science Learning Areas in the Kenyan Competency-Based Curriculum

Abstract

This study assesses the pedagogical content knowledge of Senior High School Social Studies teachers in the Accra Metropolis, Ghana. A sample size of 86 teachers was chosen using a multi-stage (purposive, convenience) sampling approach. Questionnaires and semi-structured interview guides were the primary data-gathering tools. The study's findings revealed that a substantial number of teachers met the minimum academic qualification for teaching social studies at the Senior High School level in Ghana, with the majority of teachers holding a B. Ed/BA in Social Studies. Again, the majority of instructors believed that their academic experience influenced their social studies teaching. The study recommends that the Ghana Education Service should only recruit teachers with the required academic background in social studies to teach the subject. Also, the teachers without the required academic background should be taken through in-service training to provide them with the appropriate social studies Pedagogical Content Knowledge.