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 examines gender-based perspectives on the effectiveness of instructional methods employed in teaching Social Studies for national development in Ghanaian Senior High Schools. Anchored in Social Constructivism and the Pedagogical Effectiveness Theory, the research adopts a quantitative, descriptive survey design involving 245 teachers (163 males and 82 females) in the Kumasi Metropolis of Ghana. Results indicate a shared perception among both male and female teachers that current instructional methods such as group work, discussions, and inquiry-based strategies are generally effective in fostering critical thinking and aligning with national development goals. Nonetheless, a majority of respondents expressed low confidence in integrating technology into instruction, revealing significant gaps in digital competence. Chi-square tests showed no statistically significant gender differences across the research variables. The study concludes that while instructional approaches promote civic learning and curriculum alignment, challenges in digital pedagogy and teacher confidence remain. It recommends ICT-focused professional development, gender-sensitive training, and curriculum reforms to enhance teaching quality and digital integration. The findings contribute to ongoing discourse on gender and pedagogy by highlighting the complex interplay between instructional practices, teacher agency, and educational outcomes in the context of national development.
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