An Examination of Classroom Practices of Social Studies Teachers at the Senior High School Level in the Asante Akim North Municipality to Find Whether their Knowledge of the Goals and General Objectives Have Any Influence on their Selection of Contents and Activities

International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue V, May 2019 | ISSN 2454–6186

An Examination of Classroom Practices of Social Studies Teachers at the Senior High School Level in the Asante Akim North Municipality to Find Whether their Knowledge of the Goals and General Objectives Have Any Influence on their Selection of Contents and Activities

Aning Boadu Nicholas

 Vice Principal-Agogo Presbyterian College of Education

I. INTRODUCTION

Education in any part of the world is seen as the bedrock for national development and the key factor in human resource development. It is increasingly obvious that the world is becoming more complex. In response to this situation, governments all over the world are committed to providing education to meet the changing challenges of the complex economic and political system confronting them. In all developing countries such as Ghana, there is a widespread desire to change the structure and system of education to meet the new needs. In these countries, the tendency for high rate of school drop-outs, indiscipline and unemployment of school leavers have also posed new treats to education (Blege, 1986:7).
School is an institution set up by society for the purpose of addressing the needs, aspirations and challenges of the society, and for that matter, the country. These needs are captured in the national goals of education in every country. The school seeks to achieve these great ideals through the study of the various subjects. This implies that any subject that merits inclusion in the school curriculum can contribute in addressing the needs, aspirations and the challenges of the society. Every discipline (subject) is expected to contribute positively towards the realisation of the national goals of education and the national agenda. The report of the President’s Committee on Review of Education Reforms in Ghana (2002) stated that the philosophy of education in Ghana should be creating well-balanced intellectual, spiritual, emotional and physical beings with the requisite knowledge, skills, values and attitude for self-actualisation and for socio-economic and political transformation of the nation. Ayaaba (2008) was emphatic about Social Studies education as a major contributory factor to the attainment of social goals.

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