Evaluation Of The Implementation Of The Social Studies Curriculum In Colleges Of Education In Ghana

Abstract

The study evaluated the implementation of the four-year Bachelor of Education Social Studies curriculum for Colleges of Education in Ghana. The concurrent embedded research design was employed. A sample of 360 teacher trainees selected using proportionate simple random technique. Also, 27 tutors, 10 HoDs and 10 principals were engaged using the census method. Both quantitative and qualitative data were collected for the study. Quantitative data was collected using a 5-point Likert scale questionnaire and qualitative data was collected using an interview and observation guide. The data was analysed using both descriptive and inferential statistical tools. Exploratory and explanatory factor analysis and structural equation modeling were also performed. The study found that tutors employed the use of think-pair-share, inquiry design model, group works, presentations, concept mapping, debates, audio-visual, tactile analysis and projects in lesson delivery. It was also found that content selected by tutors meets the requirements of the New B.Ed. Social Studies curriculum as required by the objectives. The study concluded that CoEs tutors adopted and used modern pedagogies and technological tools that built competencies needed for the field of work and lifelong learning. It was recommended that efforts should be made by various stakeholders to help CoEs acquire the needed textbooks and physical materials needed for effective teaching and learning to give teacher trainees real life experiences in the classroom. Also, CoEs tutors should ensure appropriate pedagogies are used in the delivery of specific topics to assist teacher trainees to have real life experiences in the classroom.