Graduate Program

Curriculum and Instruction

Degree Name

Master of Science in Education (MSEd)

Semester of Degree Completion

2019

Thesis Director

John H. Bickford III

Thesis Committee Member

Jeanne E. Okrasinski

Thesis Committee Member

Roger B. Beck

Abstract

Current research shows the social studies taught at lower grade levels in Ghana incorporates minimal historical content, and Ghana's history in the curricula may fade away without careful considerations. This study examined the development of the social studies subject within the curricula within Ghana, the quantity and quality of historical content prevalent in the middle and high-level schools' curricula. The study was an extrapolation of the U.S. curricula, and juxtaposed with Ghana. Qualitatively, data were collected through Face-Time interviews of participants. Participants comprised 41 social studies and history teachers and administrators at the middle and high schools in the Akuapem North Municipality, Ghana. Out of the 41 participants, six were females (15%), and 35 were males (85%). This data disputes the findings of Ababio, Aduaquah, Awuah, and Boadu (2014), who asserted that history is no longer the pre-occupation of male teachers. The findings incorporate misconceptions students and parents have concerning the curricula; professionals and para-professionals' role in teaching with oft-neglected aspects of historical content; politics and curricula implementation which are inextricably intertwined; administrators and teachers' opposition to field trips due to fear and complex bureaucratic processes; the non-favorable nature of the curricula for special students; students' overreliance on textbooks; and teacher-centered pedagogical approach in history instruction. Teachers advocate for the introduction of history as a core subject at the elementary level, and an extension of the instructional time. Educators are to train more female history and social studies teachers to be discipline-specific and restructure the curricula to integrate heuristics that would promote historical thinking skills of students.

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