Gender-Based Perspectives on the Effectiveness of Instructional Methods in Teaching Social Studies for National Development in Ghanaian Senior High Schools
DOI:
https://doi.org/10.18533/cqk1kh06Abstract
This study investigated gender- based perspectives on the effectiveness of instructional methods of teaching Social Studies for national development in Ghanaian Senior High Schools. Guided by social constructivism theory and pedagogical effectiveness theory, the study employed quantitative descriptive survey design involving 245 teachers teaching Social Studies in the Kumasi metropolis, Ashanti Region, Ghana. The study revealed that the current instructional methods employ in teaching Social Studies are effective in preparing students to be able to contribute to national development. However, a significant number expressed low confidence in integrating technology into their teaching.
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