Abstract:
The purpose of the research was to find out what factors, related to the student,
teacher, and school environment, are thought to have an impact on social
studies instruction in Ghana's Volta Region's Hohoe Municipality. For this
study, the quantitative research technique was chosen. 48 social studies
teachers were purposefully selected for the study, and 364 students served as
respondents for the investigation using the multistage sampling approach. The
study employed self-designed questionnaires to gather data. The acquired data
were analyzed using standard deviation, means, and frequency counts and
percentages. The findings showed that the learner factors included learners‘
ability to do their exercises and assignments and the extent to which they
enjoy their Social Studies lessons. In addition, the study revealed that the
teacher factors were teachers‘ ability to mark learners‘ exercises and provide
them with prompt feedback and teachers‘ ability to allow learners ask
questions for more clarification during instruction. The availability of
textbooks and other TLRs was the study‘s last finding about the elements of
the school environment that affected successful social studies teaching and
learning (s). Hence, the study recommends, among others, that Ghana
Education Service should ensure that textbooks and other teaching and
learning resources are adequately provided and on time for schools. Again,
Heads of schools and other supervisors must intensify their routine checks to
ensure that adequate exercises and assignments are given to students and are
effectively marked, and feedback given to students promptly.
