Observed Learning Outcomes of the 2010 Social Studies Curriculum Implementation: Views from Asante Akim North District, Ghana
Prince Opoku-Afriyie, Benjamin Kwabena Ochour, Anthony Bordoh, Isaac Eshun
Asian Research Journal of Arts & Social Sciences · pp. 290–306 · Published 12 Dec 2024
10.9734/arjass/2024/v22i12615Abstract
This study assessed the alignment between learners' intended and actual outcomes in implementing the 2010 Senior High School (SHS) Social Studies curriculum. It used Stake’s Countenance Evaluation Model to determine whether or not the subject has achieved its objectives. The study utilised a mixed-method approach with a concurrent triangulation design. The research was conducted in the Asante Akim North District of the Ashanti Region of Ghana. This involved all Social Studies teachers and students in the district. A multi-stage sampling technique was employed, with a sample size of 120 participants, including 100 students and 20 teachers. Data collection instruments include questionnaires, interview guides, focus group discussion guides and documentary analysis. Quantitative data were processed, organised, and analysed to conclude, with findings presented in tables and percentages, accompanied by verbal interpretations for clarity. Qualitative responses were categorised into themes, and direct quotes were sometimes used to support the findings. The study revealed that learners had been inculcated with the relevant skills, knowledge, values and positive attitudes to prevent and solve their problems; however, students portrayed an inability to extend this knowledge, skills, and positive attitudes to solve societal issues. From the findings, the study recommended that the district education directorate should organise in-service training for teachers teaching Social Studies to re-orient on the goals and general objectives of the subject. This will help teachers focus on teaching the subject by stressing the goals and general objectives so students can understand Social Studies’ essence.
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