An analysis of selected history of Ghana approved textbooks for primary schools

Abstract

The study examined how the approved History of Ghana textbooks for primary schools reflect four key historical thinking concepts. Purposive and simple random sampling techniques were used to select 12 History of Ghana learners’ textbooks. A thematic analysis matrix adapted from historical thinking frameworks was used in collecting data from the sampled History of Ghana textbooks. The contents of the History of Ghana textbooks were analysed based on text and visuals (illustrations). The results were presented in descriptive statistics such as means, standard deviations, frequencies and percentages. The results revealed that approved History of Ghana textbooks fairly reflected historical significance, continuity and change, and contextualisation in history. It was, however, revealed that the concept of chronology was not adequately reflected in the textbooks. As a recommendation, publishers and authors of History of Ghana textbooks should maintain and improve contents to reflect historical significance, change and continuity, and contextualisation in history when new editions are considered. Publishers and authors should critically focus on including contents that will help learners understand the element of chronology in history.