Examination Of Perceived Factors That Influence The Teaching And Learning Of Social Studies; A Case Of Hohoe Municipality

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.