KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY
E.P. UNIVERSITY COLLEGE OF EDUCATION, BIMBILLA
BY
INDEX NUMBER
USING MOTIVATIONAL TECHNIQUES TO IMPROVE THE PERFORMANCE OF BASIC
SEVEN (7) STUDENTS IN SOCIAL STUDIES AT CENTRAL “A” JUNIOR HIGH SCHOOL
BIMBILLA
MAY, 2024.
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KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY
E.P.UNIVERSITY COLLEGE OF EDUCATION, BIMBILLA
BY
INDEX NUMBER
USING MOTIVATIONAL TECHNIQUES TO IMPROVE THE PERFORMANCE OF BASIC
SEVEN (7) STUDENTS IN SOCIAL STUDIES AT CENTRAL “A” JUNIOR HIGH SCHOOL
BIMBILLA
A project work in the E. P. College of education, submitted to the faculty of early grade
Education in partial fulfilment of the requirements for the award of the degree of Bachelor
Education (JHS EDUCATION) in the Kwame Nkrumah University of Science and Technology.
May, 2024.
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DECLARATION
Student’s Declaration
I, MOSES hereby declare that this work is the outcome of my own toil. Except for the
consultations that I have made to the authorities that are honored in the work and guidance that I
have received from my supervisor, no part of the work is in any way duplicated.
STUDENT:
SIGNATURE…………………………………..
DATE:…………………………………
Supervisor’s Declaration
I hereby declare that the presentation and preparation of the project work was supervised in
accordance with the guidelines on supervision of project work laid down by the Kwame
Nkrumah University of Science and Technology, KNUST
SUPERVISOR:
SIGNATURE:…………………….………….
DATE:…………………………………….
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ABSTRACT
The study aims at using motivational techniques to improve the performance of social studies in
Central “A” Junior High School Basic Seven (7) Students.
The researcher observed most of the lessons by himself through the help of different teachers at
the school. He observed that the improvement standard as compared to other subject areas such
mathematics, Science, Ghanaian Language was very low and this made the researcher looked
into it to solicit findings to combat that problem.
The researcher used observation, questionnaire and structured interviews.
The researcher used motivation technique to help the Students to develop positive habit towards
the study of Social Studies, hence improving the standard of learning towards Social Studies
lesson.
The subject teacher was also included in the interviews and discussions which were held about
the problem and the need to use motivation technique go a long way to improve Students’
learning of topics in Social Studies.
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DEDICATION
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ACKNOWLEGEMENT
I wish to use this opportunity to express my profound gratitude to Mr. Awulley Ayikwei, my
supervisor for the advice and assistance he rendered to us throughout this exercise. I indeed very
grateful to him for the critiques, corrections, and time he had for us which made it possible to
start and end this study. I equally extend my sincere thanks to the entire staff of my college. E P.
College of education, Bimbilla
I cannot forget the assistance offered to me by Mrs. Adams Amina, providing me with the
necessary assistance through the writing to facilitate the execution of this project. I’m equally
grateful to the headmaster of Central “A” JHS Mr. Fuseini Andani for his cooperation in
allowing me to use his schools in the research. To teachers who assisted me in data collection, I
say God bless and replenish you all.
Finally, I would like to thank my parents, my lovely Father, Mr. Daama Wajul and my sweet
mother, Mrs Wajul Uwuborayi and a friend Torche Dorcas for their social, physical, spiritual and
financial support throughout this educational journey. I say may God never make your toil be in
vain. God bless you all
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TABLE OF CONTENT
DECLARATION........................................................................................................................... 3
ABSTRACT ................................................................................................................................... 4
DEDICATION............................................................................................................................... 5
ACKNOWLEGEMENT............................................................................................................... 6
CHAPTER ONE ......................................................................................................................... 10
INTRODUCTION....................................................................................................................... 10
1.1
Background to the Study.................................................................................................... 10
1.2
Statement of the Problem ................................................................................................... 11
1.3
Purpose of the Study .......................................................................................................... 12
1.4
Research Questions ............................................................................................................ 13
1.5
Significance of the Study ................................................................................................... 14
1.6
Limitations ......................................................................................................................... 14
1.7
Delimitation ....................................................................................................................... 15
1.8
Organization ....................................................................................................................... 15
CHAPTER TWO ........................................................................................................................ 16
LITERATURE REVIEW .......................................................................................................... 16
2.0
Introductions ...................................................................................................................... 16
2.1
Factors That Impede Student’s Performance in Social Studies ......................................... 16
2.2
Techniques and Strategies to Be Used in Teaching Social Studies to Students ................ 19
2.3 Equipment’s And Instructional Materials That Can Be Used to Teach Social Studies better
to the Student’s. ............................................................................................................................ 20
2.4
Categories of Instructional Materials and Resources......................................................... 21
2.5
Benefits Learners Derive from Studying Social Studies ................................................... 25
CHAPTER THREE .................................................................................................................... 27
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METHODOLOGY ..................................................................................................................... 27
3.0
Introduction ........................................................................................................................ 27
3.1
Research Design................................................................................................................. 28
3.2
Population .......................................................................................................................... 29
3.3
Sample and Sampling Selection/Techniques ..................................................................... 29
3.4
Development of Research Instruments .............................................................................. 30
3.5
Data Collection Procedures................................................................................................ 31
3.6
Pre- Interventions Data Collection..................................................................................... 32
3.7
Intervention Stage .............................................................................................................. 33
3.8
Post- Intervention Stage ..................................................................................................... 34
3.9
Data Analysis Plan ............................................................................................................. 35
CHAPTER FOUR ....................................................................................................................... 35
RESULTS, FINDINGS AND DISCUSSIONS ......................................................................... 35
4.0
Introductions ...................................................................................................................... 35
4.1
Data Analysis ..................................................................................................................... 36
4.1.1
Research question 1 ........................................................................................................ 36
4.1.2
Research question 2 ........................................................................................................ 37
4.1.3
Research questionnaire item 3........................................................................................ 39
4.1.5
Research question 5 ........................................................................................................ 42
4.1.6
Research question 6 ........................................................................................................ 43
4.1.7
Research Question 7 ....................................................................................................... 45
CHAPTER FIVE ........................................................................................................................ 48
SUMMARY, CONCLUSION AND RECOMMENDATION ................................................. 48
5.0
Summary ............................................................................................................................ 48
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5.1
Summary of Key Findings ................................................................................................. 49
5.2
Conclusion ......................................................................................................................... 50
5.3
Recommendation ............................................................................................................... 50
5.4
Suggestions for Future Research ................................................................................. 52
REFERENCES ............................................................................................................................. 53
APPENDIX ................................................................................................................................... 56
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CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The observation made by the researcher at Central “A” Junior High School in Bimbilla came out
that, most of the guardians and parents send their wards and children to school due to the
introduction of capitation grant and Free Compulsory Universal Basic Education (FCUBE)
policy introduced by the government. Most of the parents refuse to provide the necessary
materials which can make their wards feel comfortable at school; and due to this most of the
Students go to school bare- footed, wretchedly dressed and even sometimes on empty stomach.
There are many of these Students who are in the school without any writing materials. Due to
this the researcher questioned whether these Students can have meaningful learning at this state?
Also, most of the guardians and parents of the Students were illiterate and for that matter were
ignorant about their wards' education. The few literates among them also had in their mind that
the kind of education given to their children was having no impact on their life- style so there
was no need spending much money on these children.
Social Studies which have become one of the core Subjects for certification is supposed to be
taught as an integrated subject, rather than the separate subject area. However, most of the Social
Studies teachers teach the various subject separately, which makes the teaching and learning of
the subject boring and more teacher-centered.
Tamakloe (1975) states that “Almost all the teachers in the various first and second cycle
institutions taught Economics, History etc. separately instead of integrated Social Studies. The
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teachers of the subject teach the various subject areas they had knowledge on separately leaving
the other areas of subjects they don’t have much knowledge on untaught.
Also, it was seen that Social Studies topics were mostly about issues that affect the society in
which the Students lived. This makes the Students assume that they are familiar with these
societal issues. This makes them to exhibit lukewarm attitude or behavior towards the learning of
the subject. Also, some Students will be in the class reading other textbooks of different subjects
during Social Studies lesson.
Motivation is one of the techniques which can improve on a child’s learning but instead of the
teachers to motivate the Students to develop interest towards the learning of the subject, they
turned to punish these Students put fear and agony into the Students, hence compelling the
Students to lack interest in the Social Studies lessons.
The researcher, hence decided to investigate and solve the problem of poor performance in social
studies using motivation, which is one of the best modern improved techniques for teaching.
1.2 Statement of the Problem
The subject Social Studies deals with issues that affect one’s life-style in one’s immediate
environment and the nation as a whole. This subject aims at having a positive behavioral and
attitudinal change in the Students, so as to help in building them through societal competence,
appreciation of respect for human diversity and global citizenship.
However, teachers on the field teaching the subject turn to worsen the situation by using
outmoded techniques such as lecture and teacher-centered methods instead of helping to achieve
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these aims. The continuous usage of this outmoded methods such as a lecture method and team
teaching makes the lesson boring and uninteresting.
Also, the background problem of the Students and their attitudes makes most of the Students to
lose interest and concentration in the subject and for that matter does not perform well in Social
Studies.
This has made the researcher to use motivation as one of the techniques to combat such problem
and hence help to improve the performance in Social Studies among the Basic Seven (7) student
of Central “A” Junior High School.
1.3 Purpose of the Study
Social Studies deals with issues and problems society encounter and how to solve them, hence its
inclusion in the educational programs and even as a core subject for certification. This study
aims at;
(a) Ascertaining how the Basic Seven (7) students of Central “A” Junior High School were
taught social Studies and how they perform.
(b) Investigate the academic competence of the teachers teaching Social Studies in the school.
(c) Find out why Students do not perform in Social Studies.
(d) Identify techniques and strategies used in the teaching of the subject to the Students and
its impact on the teaching and learning process.
(e) Identify the equipment and materials teachers of the subject use in teaching Students.
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(f) Identify the learning characteristics of the Students and implications on the teaching and
learning of Social Studies.
(g) Find out how teachers react to the Student’s responses and behaviors in class.
(h) Realize the benefits the Students will derive from studying Social Studies and problems
that are hindering the realization of such goals.
(I)Investigate the effects of using motivation as a technique to improve student’s performance.
1.4 Research Questions
The following research questions may be put into consideration.
a) How the Basic Seven (7) of Central “A” Junior High School are taught Social Studies?
b) What are the factors that impede Student’s performance in Social Studies?
c) What are the techniques and strategies to be used in teaching Social Studies to the
Students?
d) What teaching and learning resources can the teachers use to teach the Students better?
e) What are the teaching characteristics of the Students and their implications on the
teaching and learning of the subject?
f) How do the teachers react to the Student’s responses during the lessons?
g) What benefits will the Students derive from studying the subject, and what problems are
confronting the realization of such benefits?
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1.5 Significance of the Study
The study aims at the following points below.
a) To find out why Students perform poorly in Social Studies lessons.
b) To help Students at the basic level to develop interest in participating fully in the teaching
and learning of Social Studies.
c) To help the curriculum planners and the Ghana Education Service to provide the relevant
teaching and learning materials and equipment that will make the subject interesting and
more child-centered.
d) The suggested intervention will serve as a guide to the teachers who teach the subject in
the field.
e) This research is expected to lay down the ground for other researchers who may also
want to investigate other dimensions of the problem, by using the document as their
reference material or guide.
1.6 Limitations
Some limitations of the research are, both the Students and the teachers of the subject were very
glad and welcomed the researcher initially but as time went on most of the Students felt reluctant
whenever they were called to answer questions. Also, some of the Students had fear, that when
they give some truthful information concerning their teacher to the researcher, it would be
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disclosed to the teachers’ concerned which will bring some problems between the teachers and
the Students.
Also, the researcher wanted to get information from other schools but due to the time constraints,
he couldn’t make it.
Finally, the researcher could to travel outside the town to solicit more information due to
financial problems which the researcher was facing.
1.7 Delimitation
The study was restricted to the Basic Seven (7) of Central “A” Junior High School but not the
entire Students of the school or elsewhere.
Also, the study was restricted to the extent to which Students perform in Social Studies. The
reason is that, the researcher identified that the Student’s performance in the subject was low.
Maybe the Students were doing rote learning which not the best way of learning was.
1.8 Organization
This study entails five chapters. The chapter one of the study deals with the introduction which
consists of the background of the study, research questions, significance of the study, limitations,
delimitations, and organization of the study.
Chapter two discusses the related literature review, chapter three treats the methodology, and
chapter four entails the data presentation and Analysis.
The last chapter which is chapter five also reviews with the summary, conclusion, and
recommendations.
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CHAPTER TWO
LITERATURE REVIEW
2.0 Introductions
This chapter of the study deals with review of related literature of the study. The shift from the
traditional way of dictating notes and lecturing to child-centered approach in teaching requires
active participation or improvement of Students in the teaching and learning process. Students
are fond of answering and asking question orally or through written works. This dwells on the
teacher’s preparation, the class size, the quality of the teacher and the strategies and techniques
employed by the teacher.
With regards to the teaching of Social Studies from the beginning, there was the believed, and
assumption that any teacher will be able to teach it. This is so because Social Studies was
thought to be easy to teach and also some teachers thought Social Studies is a reading Subject.
Teachers of Social Studies were not conversant with the appropriate methods and strategies for
teaching. Until the introduction of the New Education Reform Programmed (NERP), the
development of the integrated Social Studies in Ghana had been very unsteady. Because of that,
the study therefore, sought to find out what Social Studies is? Why Students don’t improve and
the ways the subject teachers can make Students participate in the lessons.
2.1 Factors That Impede Student’s Performance in Social Studies
The content, subject matter, and methodology of Social Studies is totally different from other
disciplines due to its nature.
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Wesley and Adams (1952), state that Social Studies deals with human relationships and so there
is the need to teach it using motivation strategies. McClendon (1965) points out that Social
Studies form part of the curriculum that deals with human or social relation and that Social
Studies is distinguishable in its content and also social nature. Mortella (1985) also comes out
that social studies gain its identity from the social science, history, and political science. He
stresses that effective motivation can help Students to perform better in Social Studies.
Due to the unique nature of the subject, the sub-committee on the humanities and Social Studies
emphasized that the teaching of history, Civics as separate disciplines in the Basic schools in
African introduces an artificial division in the early years of schooling. The child should be
introduced to Social Studies as an integrated field; and should be made to appreciate this
education, the cross relationship between discipline which later emerge as a distinct field of
learning [ASSP (African Social studies Program) report 1977]. The report stated that motivation
should be used to help children learn effectively.
Numerous writers have different minds about this problem. According to Oliver (1975), he said
that “modern teaching of Social Studies requires that both the teacher and the Students are
actively involved in the teaching-learning process. The Student is no more a passive listener, but
he is rather called upon to ask and answer questions among others in the teaching and learning
process”. He said when the child is motivated, he can learn better. Some authors as well as the
researcher are of the view that, teaching in foreign language which is not familiar to the Students,
retards progress and improvement in social Studies as Abdou (1950) once stated.
He once again admits that, Social Studies requires a frequent dialogue between a teacher and the
Students. It is only when Students are competent in the medium of instruction that they can
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participate or improve by communicating effectively with their Social Studies teacher. The
education Commission of Basic Education (1986) also states that teaching should not consist of
always talking to a class as a whole, given everybody the same assignment but rather, there
should as a constant dialogue between the teacher and his Students”.
In dealing with Students not participating or improving in Social Studies lessons, Some authors
has also attributed the reason why Students do not improve in Social Studies lessons to the size
of the class.
The Educators Encyclopedia (1964) lists some disadvantages of larger classes and its effects on
the teaching and learning as follows;

Instruction tends to become the lecture type without group participation.

Oral communication within the classroom from Students to Students and Students to
teachers is limited or minimized.

Students with specific problems may not be motivated to learn.

Individualization of instruction is limited.
As already said, modern teaching of Social Studies requires the active involvement of the
learners; and from the above disadvantages stated it can be seen that large class sizes leads to
teacher- centered approach of learning. Students are not well motivated to learn.
Tamakloe (1991) states that time constraint as against overloaded syllabus constitutes one of the
major problems which create hindrance to the teaching of the subject in many Ghanaian schools.
Tamakloe (1994) again states that in Ghana not much emphasis is placed on the use of out-of18
door activities. This observation which Tamakloe makes implies that much emphasis is not
placed on the use of community resources in Ghana. This observation also makes it clear that
some negative perception of some social studies teachers resorting to the use of some activities
in the teaching and learning of Social Studies which has also made Students not to improve in
lessons.
Also, Klausmeire and Blout (1968) states that, some teachers regard the use of activity methods
and field trips as a waste of time in improving Students’ performance in Social Studies lessons,
the teacher of the subject must exhibit some qualities. Hemming (1950) says the qualities a
teacher must possess are personal rather than academic. He states that, the main requirement of a
social studies teacher is interest in the subject.
2.2 Techniques and Strategies to Be Used in Teaching Social Studies to Students
Wesley and Adams (1952) say the social studies teacher should be curriculum maker that is the
creator of social studies. They further say that he or she should be able to decide on what should
be included on the curriculum to enhance effective teaching” Also, Wesley and Adams stated
some of the qualities of a social studies teacher as Courtesy, tolerance and possession of sound
knowledge about the community.
According to Bloom et al (1956), the teaching and learning resources aid teaching and help to
improve Students’ performance. They again said that, children learn more by doing and
observing; and this calls for real life situations in the social studies lessons. Agyemang (1986),
states that in terms of professional qualities, only a minority of teachers are qualified to teach the
subject.
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For effective and child-centered approach of teaching social studies, adequate and competent
social studies teachers must be provided. Teachers who are knowledgeable and devoted are
required. They must possess some qualification qualities such as tolerance, hardworking, as my
grandmother said “hard work does not break a bone etc. The social studies teacher must also
prepare the necessary teaching aids from his or her environment that is improvisation without
relying on already prepared ones which involve huge sums of money.
The quality of the teacher is to motivate his or her Students since motivation is the key point to
learning; and motivation and learning are equally essential for improving Students’ performance
in the teaching and learning process.
2.3 Equipment’s And Instructional Materials That Can Be Used to Teach Social
Studies better to the Student’s.
The term instructional materials are used in the context to mean all the resources within the
reach of the teacher and the learner, which are employed to facilitate teaching and learning. It
therefore follows that such resources may be human and non-human provided they facilitate
the acquisition and evaluation of knowledge, skills, attitudes, moral and value (Inyang-Abia,
2004).
Instructional materials are indispensable factors in a teaching – learning process. This is
because ordinary words or verbalization has been found to be inadequate for effective teaching.
Instructional materials serve as channels through which message, information, ideas and
knowledge are disseminated. They can therefore be manipulated, seen, hear, felt or talked
about. They facilitate activities. They are anything or anybody the learner turns to for help in his
learning process [Esu, Enukoba & Umoran; 1998].
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Instructional materials are all the objects, things, people, and places used to promote the
teaching and learning of social studies. The organized combination and utilization of materials,
facilities, equipment and people ease the presentation of content for the realization of stated
objectives. Jacob (1999) stated that instructional materials are anything and anybody that can
be used by the teacher and learners before, during, and after the lesson to facilitate the
achievement of objectives. In other words, instructional materials are devices that facilitate the
transmission, understanding, and appreciation of concepts, skills, values, and attitudes.
The reason is that, the uses of such materials task the various sense organs of the learners,
encouraging their active participation in the instructional process. When learner is opportune
to contribute in the instructional process through their various senses, understanding is
promoted and the teacher is delivered from making lengthy explanations that further confuse
the learners. Also, the more of the senses contributed in a lesson by instructional materials the
more reality is stimulated. It is in line with this thought that Ema and Ajayi (2004) stated that
instructional materials are all the tools, which can be used by the teacher to provide help and
encouragement to learners learning activities. Such materials bring together man and resources
in a systematic co-operation to effectively solve educational problems.
2.4 Categories of Instructional Materials and Resources
The following categories of instructional material and resources by Ofoegbu (2009) are:
1. Resources/Materials, which offer content, for example, charts, graphs, audio recordings,
tools and implements, print materials of all kinds, globes, maps, painting, and recourses
in the community.
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2. Resources/Materials for presenting content such as audio and video recorders, bulletin
boards, flannel board, slide projectors, computers, television. Another grouping of
instructional materials by Ofoegbu (2009) includes:
a. Human resources: which consist of individuals who provide various services in
the teaching and learning process. They include: professionals and nonprofessionals.
b. Non-human resources: which include physical facilities and instructional
materials, which serve as tools and devices through which stimuli can be passed
or obtained
3. Projected and electronic media sub-divided into software and hardware. This group of
materials require the use of electronic devices.
4. Software materials consist of audiotapes, video tapes, transparencies, slides, filmstrips.
Hardware materials are: audio tape recorders, video tape recorders, Slide projector, film
projector, overhead projector etc.
Some instructional resources are best suitable and effective for school children base on their age
and stage developmental. They are often curious and want to use their (Basic stage) sense of
touch, vision, and smell. Thus, materials such as pictures, charts, tools, drawings, maps, physical
features, models, posters and so on, will be very appropriate to transmit instruction to them. At
the secondary school level, use of printed materials such as newspapers, textbooks, photographs,
audio-visual materials, globe, and many others will be appropriate for their age, content for
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learning and the objectives of teaching the content. Thus, the following are the break-down of
instructional materials to be used in teaching of social studies in schools
 Internet
With the recent development of our country and the world at large, the internet is one of the
best, fastest and up-to-date source of conveying information be it in a real-life picture form or
in text (written) form. Social studies teachers can make use of the internet to search for the
most recent information from all over the world and even make students search for information
themselves from the internet when available at their schools. This will help enrich the teacher’s
knowledge as well as the students’ knowledge of the most recent changes and activities of not
only their environments and country but also the world at large.
 Audio-visual materials: Radios, television are very important instructional resources in
social studies teaching and learning, because of the impact of value and impression they
have on people (Alaezi, 2009)
 Textbooks
Textbooks are reading materials that are basic material for the social-studies class. The
textbook is in such a way that it organizes the subject matter in a meaningful and logical way.
It provides the starting point of learning. It develops the skill of identifying needed information
on a variety of issues, persons, and processes. It also stimulates thinking and interest of Students.
(Ololobou, 2010).
 Improvised Materials
The National Teachers Institute (2006), defined improvisation as the making of substitute from
local materials when the real or original equipment is not available. In other words,
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improvisation is the act of designing and producing instructional materials from locally
available resources by the teacher and utilizing such materials to facilitate effective instruction
in the classroom. Improvised materials might include motivation models of an airplane, wall
clock, or bird using cardboard sheets, sticks, carton etc. Other methods of improvisation could
be paper pulp making, clay molding, dry or wet mounting and many others. Improvised
teaching materials facilitate teaching and learning activities in social studies class. It helps to
make the lesson real to the students; it creates opportunity for the students to participate in the
provision of teaching materials and help develop their skills of creativity and manipulation.
(Ololobou, 2010).
 Maps and charts
Charts are visual aids that can be seen but not heard. Maps are made to represent and present
different data according to the needs of prospective users. There are several types of maps that
can be commonly used in schools. They are World map, which is designed to provide
opportunity for a number of students to study geographical locations and data. Atlas outline
maps that a teacher can reproduce by duplicating it or tracing it.
 Library
Library is a good source of getting information of every kind. A library is normally a building
or a room containing a collection of books and periodicals for use by the public or the members
of an institution. (Concise Oxford English Dictionary) A social studies teacher can make the
best out of the library by perhaps organizing study trips to the library to mobilize learners to
assist in the collection of some materials and participate in making the materials that can be
kept at the library for use.
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 Community Resources
Community resources are those persons, places and institutions which desirable enrich social
studies teaching and learning, deepen the social studies content and widen the horizon of
learners. (Mezieobi, 2008) The community has both human and non-human resources. The
human resources are persons with vast knowledge and skills, which can be utilized to enrich
the classroom learning experiences. Professionals and non-professionals like doctors, lawyers,
professors, Chiefs or Oba’s non-human resources include places such as government agencies,
physical features, transportation facilities, and historical sites.
In conclusion, social studies teachers should take into cognizance the modern teaching aids to
facilitate learning in order to achieve the goals and lessons objectives, the age, maturity, ability
of the learner’s relevance of the material among other considerations so as not to be carried away
by the beauty and physical appearances of the materials. Also create awareness of current
matters of national and international importance. However, for these purposes to be achieved the
social studies teacher must ensure that the content of such materials is authentic and accurate,
suitable to the learners and cultural environment, free form distortions and bias. Furthermore,
materials should be checked for good illustrations, clear prints, and durability. More importantly,
social studies teachers should combine the use of reading materials with other categories of
materials to practically illustrate and demonstrate processes of social studies teaching and
learning.
2.5 Benefits Learners Derive from Studying Social Studies
Students learn skills through social studies that help them succeed in further education as well as
life. Here are all the amazing ways learning social studies benefits kids and society together.
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 Citizen Responsibilities and Values
How can we expect young people to contribute positively to society, engage in discourse, and
thrive in a democratic society if they are not exposed to the topics and aspects of history and life
that made society the way it is? Students need an understanding of history, political science,
culture, and all humanities to be able to understand why it is important to be a good citizen.
 Cultural Understanding
Students should be exposed to cultures far beyond what they experience personally every day.
Not every student has the opportunity to interact with other cultures on a daily basis. We need
students to learn about, understand, and appreciate cultural differences if we expect them to have
meaningful interactions with people of all backgrounds in the future.
 Economic Education
Economics is a crucial part of social studies, whether studied on its own, or as a part of history,
anthropology, or political science. By learning economics, young people understand how their
financial decisions have an impact on their future, as well as the future of society.
 Political Skills
From social studies classes, students learn about government, political ideas, country economy
and resources, and more. Students gain political skills by analyzing and evaluating existing
systems and imaging the future of the place in which they live.
 Critical Thinking
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Critical thinking is a part of social studies - students are taught to evaluate others’ decisions and
make connections between influences and circumstances. Young people get the opportunity to
learn from others’ mistakes through social sciences.
CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter focuses on the methods that were adopted in collecting and analyzing data. It
includes the research design, reasons for the design, population and sampling selection,
development of research instruments, data collection procedures and data analysis plan.
27
The study was purposely based on the improvement of performance level of Basic Seven (7)
student of Central “A” Junior High School in social studies and how motivation can best be used
to improve it.
3.1 Research Design
This is action research intended to improve the performance of the Basic Seven (7) student of
Central “A” Junior High School using motivational techniques. Action research can be
considered as a form of self-reflective enquiry that is used in school-based curriculum
development, professional development, school improvement schemes, and that actively
involves teachers as participants in their own educational process. It is therefore defined by Elliot
(1991) as the study of social situation with a view to improve the quality of action within it.
Action research identified what the researcher used to collect views of peoples involved to solve
the problems. It is an approach which aims at solving problem that Students encounter in their
academic work.
Again, according to Cohen and Manion (1994), action research is a small-scale intervention in
the functioning of the real world and close examination of the effects of such intervention.
The reason why action research was chosen by the researcher is that it is a means of solving
problems identifies on specific situations. Action research focus on generating new knowledge,
and enables both the participants to develop appropriate intervention strategies aimed at finding
solutions to the problem identifies in the learning and teaching situation.
Action research has got some strength which includes;
28
 Action research enables both the teacher and Students to develop an appropriate
intervention strategy aimed at finding solution to the problem identified.
 Action research also enables both the teacher and Students to learn experimentally about
the research process by been involved what actually goes on in the classroom.
Despite the strengths that action research has it, it also has some weakness, and some of these
weaknesses are;
 It is time consuming because much time is needed to undertake this research work.
 There will be instances where some Student will not be in school during the period of
intervention.
 Action research does not also cover a wide range of participation.
3.2 Population
The population was the Central “A” Junior High School Basic Seven (7) class.
3.3 Sample and Sampling Selection/Techniques
The sample class was Basic Seven (7) simply because the subject master complained about them
and also from the discussion conducted by the researcher from the subject master, he said the
behavior and attitude towards learning of Students in social studies class was below expectation.
A sample is a small segment of a population selected for study and analysis. It is a small set
representing the whole. The purposive and simple random techniques were used to conduct the
research. All the Basic Seven (7) students of Central “A” Junior High School Bimbilla were
29
engaged or assigned to groups such as small group discussion, debate group discussion and panel
group discussion.
According to Goodwin (1995), the sample random sampling is often on effective practical way
to create a representative sample. The discussion groups were not permanent out ratter
membership kept changing so that different members could interact through the group rotation.
A stratified random sampling technique was used to select 26 Students, 15 boys, 9 girls and 2
staff for the study. For the boys, even numbers were written on pieces of paper and some blank
pieces of paper were wrap and mixed together in a bowl. Students were made to pick one each
from the bowl, anyone who picked a piece of paper with an even number was selected. On the
part of the girls, same thing was done to select the girls and also the same techniques were used
to select the 2 staff.
3.4 Development of Research Instruments
Observation, interviews and questionnaire was the instrument used for the study.
 Questionnaire
Questionnaire according to Kelinger (1987) is widely used for collecting data in education
research because it is very effective for securing information about practice and condition and for
ensuring into the opinion and attitude of the subject. The questionnaire was to enable the
researcher gather information on both teachers and students.
Twenty-Six (26) item questionnaires were developed based on the research questions for 24
Students and 2 other staff members. The questionnaires consist of two main parts. The first part
of the questionnaire consists of the rubrics entreating respondents to treat the responses as
30
confidential. The other part was the main items which sought to find whether social studies was
taught in the school, how it is taught, the learning situation of the Students, materials used when
lessons are taught, the techniques which the teachers used when teaching, whether it is
motivational or lecturing.
 Observation
The researcher employs observation strategies to carry out the research. Observation according
to Long-man dictionary of contemporary English is the process of watching someone carefully
for a period of time. Observation has some strength and some of these strengths are;
It provides information when others methods are not effective, it also employs a less complicated
and less-time consuming procedure of the subject selection.
The researcher observed social studies lessons with the class so as to get information to the
questions such as who teaches the subject and the strategies use, the facilities use, the learning
behaviors of the Students and its implications on the teaching and learning of the subject social
studies, the teaches social and moral values in the school.
 Interview
Interviews were often held by the researcher to get information from both the teachers and the
Students mostly after the lesson has taken place.
3.5 Data Collection Procedures
Observations, interviews, and questionnaire are used by the researcher to collect the data for the
study. The researcher had an ample time to distribute the questionnaire to both the teachers and
31
the Students. Also, there are 90% return- rate of the questionnaire which was presented to the
teachers and the students.
Also due to the interview which was make by the researcher with the respondents, the 24
Students were sampled and used for the observation lessons and interview session.
3.6 Pre- Interventions Data Collection
When the researcher starts teaching in the school, he starts to apply one of the techniques which
were observation. The researcher observes different lessons conducted by different subject
teachers. With this step taken by the researcher, he interviews the respondents about the way the
teaching and learning of social studies go on in the school.
The researcher verifies that the way of learning exhibited by the Students of Bimbilla Central
“A” Junior High School Basic Seven (7) Students were below expectation towards the studying
of social studies.
The first step taken by the researcher after he has verified the poor performance in social studies
by the Students was to discuss the problem identify with the class teacher concern. From the
school was having one trained teacher for social studies unlike the other subjects; and due to this
the workload for the teacher is very huge since this teacher handles three classes from Basic
seven (7) to Basic Nine (9) hence, he sometimes adopts the outmoded methods of teaching or
lecture and give notes to the class prefect for the Students to copy so as to be able to complete
the syllabus in all the classes.
32
The teacher view to the researcher is that, “I will beat or sack any student who misbehaves in my
class if I am tired”. He also said, “I will not spare anyone who is not ready for the lesson and will
resort to coming or sacking them”
From the information obtain by the researcher, the researcher devise an intervention to be used to
remedy this situation of low standard or performance of Students in social studies.
3.7 Intervention Stage
After the researcher had monitored Student and the teacher by observation, interview and
questionnaire that was use, a number of activities were carry out to help improve the
performance of Basic Seven (7) students in Social Studies. These activities are;
 Activity 1 Use of Questionnaire
The researcher prepared questionnaire and distribute it to 24 students and the two teachers in the
school. There were responds from the Students and the teachers, and some of these responses
obtained were that, social studies teacher’s techniques and strategies were not good, making
lessons boring.
This information obtained from the responses to the questionnaire in addition to some
information from the observation and the interview made, the researcher had a talk with the
teacher. There are some suggestions from the researcher to the teacher in order to improve on
modern teaching techniques which motivation was suggest as paramount.
 Activity 2 Encourage to use teaching and learning materials
Also, the teacher does not use any teaching and learning materials in his lesson. The researcher
encourages him to use teaching- learning materials when teaching social studies so that the
33
lesson will be interesting and also understand by the Students. The teacher accepts the suggestion
the researcher make to him.
 Activity 3 Lesson Plan Preparation
The researcher was to be in collaboration with the subject teacher, we prepare a lesson plan and
teach by using modern techniques and teaching- learning materials like, textbooks, posters and
clipboard illustrations so that the Students will understand the concept very well. After the lesson
had taken place, there were comments from the 18 Students the researcher used as sample. Some
of the comments were, “I should teach them social studies till the time I will leave to school”.
Others also says, “Today the lesson is interesting, while others said if lessons will be held in this
way for us then there will be no problem in learning the subject social studies”.
3.8 Post- Intervention Stage
There was another lesson taken by the subject teacher with the same Students after the previous
lesson was taken by the researcher and this was due to the fact that these are some comments to
the subject teacher about the techniques and strategies the researcher use, and because of this the
teacher also apply the same strategies and techniques.
The researcher observe that things are changing and the class for that day was interesting
because there were motivational strategies apply in the lesson. This made the researcher happy
because he was able to achieve what he wants. It was detected that Students- centered techniques
which include motivation had always have positive impact on the Students studying social
studies in the school.
34
3.9 Data Analysis Plan
The results of the information gathered were analyzed. They were collated, arranged, and
tabulated in order to ensure easy data analysis.
Questionnaire was the instrument use in conducting. Also, observation and the interviews were
conducted. Tables, qualitative approach, and percentages were used to analysis the data. The
qualitative approach emphasizes the meaning, experiences, and descriptions of the responses. All
responses from the instrument use are summarized, discuss, and analyze under each research
question for the study.
CHAPTER FOUR
RESULTS, FINDINGS AND DISCUSSIONS
4.0 Introductions
This chapter deals with a comprehensive analysis, findings, and discussion of the responses to
the questionnaire and interviews with respondents. The major objectives of the study were to use
motivation as a technique to improve student’s performance. The data was gathered through
observation, interview, and questionnaire. The analysis is as shown below.
35
4.1 Data Analysis
4.1.1
Research question 1
In which way are the Basic Seven (7) students in Bimbilla Central “A” Junior High School
taught the subject? To answer the questionnaire items, 1- 5 were used
Table 1: Responses on how Basic Seven (7) students are taught social studies
No.
1
2
3
4
5
Question
Responses
NO YES
Is social studies taught in the school?
0
26
Does the school have regular teachers for 0
26
the subject Social Studies?
How many teachers teach social studies 0
0
in the school?
Was the school having teachers when 0
26
you came to the school?
How do the teachers teach the various
0
0
classes?
OTHER VIEWS
All the respondents say they
have one teacher.
They do subject teaching
Findings on the Table 1
From the above table, it is shown that 26 respondents representing 100% agreed that social
studies are taught in the school. 26 respondents said, there was a teacher for the subject in the
school. The respondents went ahead and say there is only one teacher teaching social studies.
With regard to questionnaire item 4, all the 26 respondents indicated that, the school has to teach
all the subjects. 26 respondents representing 100% said that the teachers run through all the
classes.
 Discussions on Research Question 1
The study shows that social studies is one of the subjects which forms part of the school program
and also being taught in the school. The fact that social studies is being taught in the school
36
implies, it forms an integral part of the curriculum approval by ministry helps in education in
Ghana.
Since Social Studies helps in solving problems in the society, it also brings about good attitudes
among the Students. From the data, it reveals that the school has one teacher for Social Studies
and this teacher teaches all the classes as a result of the workload, no effective work is done by
the teacher.
The classes are too large with large enrollments. Poor strategies and techniques used by the
teacher do not encourage effective learning of the subject.
4.1.2
Research question 2
Why do the Students fail to improve their performance in Social Studies? Questionnaire items 68 were used to answer the questions.
Table 2: The table shows the responses on why the Students in Bimbilla Central “A” Junior
High School Basic Seven (7) students does not improve in the performance in Social Studies.
No.
Question
Responses
NO
6
Do the Students contribute in the lessons 10
OTHER VIEWS
YES
16
when it is going on?
7
If no, what were the reasons?
0
0
(a) Students feel lazy in
learning stated by ten of
them
(b) Lessons are boring.
(c) Lack
of
TLMs
[teaching and Learning
Materials
37
(d) Poor teaching strategies
stated by fourteen
Students.
8
What qualification does the Social 0
Studies teachers have?
0
(a) No Student teachers.
(b) No Graduate
(c) Twenty-Six
respondents
said
the
teachers are trained.
Findings on Table 2
The table that 16 respondents representing 80 % accepted that the poor standard of learning
social studies was due to the fact that Students don’t contribute in class while 10 respondents
represented 20% stated that the Students learn.
Also, with respect to questionnaire item seven, the 14 respondent proves that it is due to poor
strategies which is used by the teacher; 10 respondents represented 30% also said it is due to the
laziness of the Student to learn that is instead of them to learn they will be doing something else,
also 2 said due to lack of teaching and learning materials the lessons become boring while no
respondent said it was due to lack of textbooks. This shows that Student don’t learn although
there were books.
Another concern from the respondent is that social studies teacher is a trained teacher who is a
certificate ‘A’ holder and doing a top- up course.
Discussions on Research Question 2
From the table, the respondents say that social studies are not taught well to the Students, and
that is due to poor teaching strategies from the social studies teacher. Also, some of the
38
respondent said it was due to laziness on the part of Students while few of the respondents said it
was due to boring of the lessons. This reminds the researcher about what Bloom et al (1956) said
about teaching and learning and he says “children learn by observing and doing which calls for
real life situations and activities in the classroom”.
Also, the researcher made investigation about why the Students do not improve in their
performance. From the subject teacher, he says time constraints against overload syllabus
constitute one of the major problems which affect the teaching of the subject in many Ghanaian
schools”. He says, he is the only one teaching three classes and due to that, heavy job for him, so
if his strategies are poor then sometimes it is not his fault or we should not blame him but due to
the workload on him.
4.1.3
Research questionnaire item 3
What are the strategies used by the teacher in teaching the lesson? The questionnaire items 9 –
10 were use.
Table 3: Response on the question by the respondent
No.
9
10
Question
Responses
NO YES
What teaching strategies and techniques 0
0
are used by the teacher in delivering his
lessons?
Are there any variations in the teacher’s 7
techniques and strategies?
39
19
OTHER VIEWS
(a) Writing notes on the
chalkboard by the class prefect
and the teacher for Students to
copy-17 Students.
(b)
Dictating
note
and
explaining it – 7 Students.
(c) Using materials to explain
concept-2 Student
(d) Lecturing
Findings on Table 3
There were many responses from the respondent about questionnaire item three, 7 respondents
representing 25% said dictating, and explaining note is what the teacher does. Also, 2
Respondent representing 5% said the teacher uses materials to explain the concept while 17 of
the respondents said the teacher was very good in writing notes on the chalkboard for Students to
copy into their note books. But none of the respondent said nothing about the teacher’s lecturing
to the Students.
Also, there was variation in the teaching strategies and techniques from the teacher as 19 of the
respondents representing 85% said while 7 respondents representing 15% said there was no
variation from the teacher techniques and strategies.
Discussion on Research Question 3
The study shows that the only techniques and strategies used by the teacher is to dictate notes for
the Students to copy or explaining to them and also writing it on the chalkboard for them to copy
which is outmoded technique or this is above their standard and that hinder the improvement of
the Students’ performance.
Also, it was clear from the respondent that the teacher varies the strategies and techniques which
he uses when delivering Social Studies lessons although the techniques and strategies are poor.
But because he varies it, somehow, he is on the right path since without any variation the class
will not be interesting which leads to boredom or not interesting.
4.1.4
Research question 4
40
What type of teaching and learning resources do the teacher uses to teach the Subject Social
Studies? The respondents use questionnaire item 11-12 to answer the research question 4.
Table 4: Responses to question 4
No.
Question
Responses
NO
11
Is there any teaching and learning 6
OTHER VIEWS
YES
20
resources use by the teacher in terms
delivering lessons?
12
If yes, then, what type of teaching and 0
0
 Audio materials.
 Visual materials.
learning resources does the teacher use?
 Audio-visual materials
 None of the above.
Finding on Table 4
From the table, questionnaire item 11 proves that 20 of the Respondent representing 75% said
that there is no teaching and learning material/resources use by the teacher in lesson delivery. 6
of the respondents representing 25% also say the teacher uses teaching and learning materials
when teaching.
From questionnaire item 12, of the question four, Students indicated neither audio material,
visual material nor audio- visual materials were use by the teacher when teaching Social Studies.
Discussions on Research Question 4
The researcher observed that, there are a few materials for the school and which are not good.
They are old fashion which cannot enhance the teaching of Social Studies to make the Student
understand the concept to improve on their teaching.
41
Also, it was observed that there was no attempt by the teacher to make any improvise material
for the lesson and the reason is that anytime he attempts or requests for money from the head
teacher his request will not be granted.
The Students say that the teacher for the subject was not taking them through lessons which
involve teaching materials. This makes Blout and Klausmeire (1968) observation true. That is
some teachers regard the use of activity method and field trips as waste of time.
4.1.5
Research question 5
What is the attitude of Students towards learning and the implications on the teaching and
learning of the subject Social Studies?
Table 5: The answers to the researcher questions 5 may come from the questionnaire below.
No.
Question
Responses
NO
13
Have the Students improved upon their 26
OTHER VIEWS
YES
0
performance in learning other subjects?
14
How are the students moral towards the 0
studying of Social Studies?
0
(a) Very High
(b) High
(c) Average-6 Students
(d) Very Low-3Students
(e) (E) Low – 17 Students
Findings on Table 5
From the table, 26 respondents said the Students have seen mere improvement in their
performance in learning other subjects. Also, with regard to the moral of the Students towards
Social Studies, 17 respondents representing 70% said their learning rates are low. 6 Students
42
representing 15% stated that, their learning is below average towards Social Studies. But neither
of the Students said their learning rate is high nor very high.
Discussions on Research Question 5
It can be seen that when we compare the performance of Students when studying Social Studies
to that of the other subjects such as Agricultural Science, Mathematics, Science, we can identify
that there is a great gab between them. The learning of Social Studies was low, 17 respondents
representing 70% stated, but that of the other subject was very high.
It is also clear that although the school has only one teacher for Social Studies and the workload
on him is too huge for him yet he sacrifices to do his best as against the low morals of the
Students.
Again, the table shows that the school has only one trained teacher for Social Studies and the
workload is more and even the content of Social Studies for a class is also many with limited
time on the school time table. The study revealed that the school has no equipment which will be
used by the only teacher. Also, the study reveals that, the subject teacher gives his best and
sacrifices to deliver lessons to his Student but the only thing is to improve on the strategies and
motivate his Student during lesson delivery.
4.1.6
Research question 6
What is the reaction of the teachers towards the Students’ responses and behavior during lesson?
Questionnaire item 16-17 were used to answer this research question 6.
Table 6: Responses on the behavior of a teacher towards students’ behavior and responses
in lessons
43
No.
Question
Responses
NO
16
In what way do teachers react to 0
OTHER VIEWS
YES
0
(a) Sack them-4 Students
Students’ responses and behaviors during
(b) Cane them-14 Students
lessons?
(c) Insult them -6 Students
(d) Ask others to hoot at them-2
Student
(e) Advise them secretly after
lessons -0
17
Do you experience effective teaching and 0
0
All the 26 respondents said no.
learning from the teacher?
Finding on Table 6
From questionnaire item 16 on table 6, it shows that 14 respondents representing 50% said the
teacher come them. 6 respondents representing 35% also said that the teacher insult then
whenever they misbehave in class. Also 4 of the respondents representing 10% said, the behavior
of the teacher is to sack them from class whereby 2 respondents representing 5% also said the
teacher ask other Students to hoot at them. But looking at the table, none of the respondents said
the teacher advise them secretly after lessons or motivate them to learn.
Again, from the table 6, questionnaire item 17, all the twenty-six respondents represent 100%
said they don’t experience effective teaching and learning.
Discussion on Research Question 6
From the study, it has been realized that, the teacher for the subject lack some strategies which
can help his Student improve on their studies.
44
From the researcher, it might be a serious situation that is some of the Students have some
peculiar problems which needs time and support to overcome. In terms of teachers as Cooper
(1975) says, they are known to be parent substitutes and confident builders The implication
about what Cooper says is that, they are expected to motivate the Students by means of
encouraging them like back up, not bad, good, well done. It will be better next time but out of
these the teacher doesn’t have any knowledge about them but rather canes, hoots, sacking and
insults the Students whenever they cannot perform in class. The study once again showed that,
non-improvement of the Students’ performance is somehow due to the action of the teacher
towards lessons.
According to Max, Boyle, and Pintrich (1993), “Motivation influences the extent to which an
individual is likely to engage in an activity intensively or halfheartedly. Motivation and learning
are equally essential for improvement, leading to performance.
4.1.7
Research Question 7
What benefits will the Students derive from the study of social Studies and what problems are
hindering such benefits? Questionnaire item 18 – 20 were used to answer the questions.
Table 7: Responses on the benefits Student derive from social studies and problems
preventing such benefits.
No.
Question
Responses
NO
YES
26
0
OTHER VIEWS
18
It is important to study social studies
19
What benefit will you get from social
a) Help us to solve everyday
studies
problems
45
b) Help us to build the nation
Ghana
c) Help us to be a good citizens
of Ghana
d) To understand things around
us
e) All of the above – 2- Students
20
What is preventing the realization
a) Help us to solve everyday
problems
b) Help us to build the nation
Ghana
c) Help us to be a good citizens
of Ghana
Findings on Table 7
From table 7, was evident from questionnaire item 18 that, it is important to study social studies
in our schools like the other subjects such as mathematics, Science, English etc.
Again, Social Studies help to build nations; it also helps every individual to become a good
citizenship. It also helps any one to solve any problem he/she encounter. This makes what the
respondents said questionnaire item 19 true. From the table it is evident that 4 respondents
representing 15% said teachers don’t teach social studies well, 2 respondents representing 10%
also said topics that the teacher teaches are to abstract; while 7 respondents representing 25%
also said there is inadequate teaching materials such as resource centers where teaching and
learning materials which the teacher will use to teach, there is no out – door activities no field –
trip. All this hamper the realization of the benefits.
46
Also 13 respondents representing 50% said all of the options given go an account for the
inability of the society to realize such benefits of social studies.
Discussion on Research Question 7
The study under this research shows that social studies is a very good subject to be taught and
learn in Ghana, and can build this nation. Also, it reveals that it is a beneficial subject to the
Students and the community as well but there are hindrances to the realization of the benefits.
Some of these factors obtained from the study was due to the fact that, teachers do not teach it
well to the understanding of the Students.
According to New Education Reform Program (1987), Social Studies has to be taught as
integrated subject but not a separated subject. Also, the study shows that the content of the
syllabus of social studies is more as against the time bound for the lesson and makes the lessons
very difficult for the teacher. This makes Tamakloe (1992) research true, that is “Time
Constraint as against overloaded syllabus constitute one of the major problems which forces the
teaching of the subject in many Ghanaian schools. Also due to lack of teaching materials and
learning resources which teachers will used to teach so that the Students will understand it well,
the teachers gloss over the abstract topics without teaching them. It has been revealed that
motivation is the best strategy to use to help Students learn social studies better.
Again, motivation also arouses the interest of the Students so that they can continue to learn
more and do extra reading ahead of the teacher.
47
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.0 Summary
Motivational technique was used as a strategy to help Students to enhance improvement in
performance at Bimbilla, Central “A” Junior High School Basic Seven (7) Students in terms of
studying Social Studies. Through the observation lessons and structured interviews and
questionnaire administration, it revealed that the Students in the school perform poorly in Social
Studies.
A survey method which was descriptive was also adopted for the study by means of using the
seven-research question as a guide. The total population for the study was 50; however, only
twenty-six (26) Students were used as the sample population size, consisting of 24 Students and
2 regular teachers.
Observation lesson, structured interviews, and questionnaire administration were the main
instrument of the study of the research. The data gathered by means of the instrument were
analyzed using tables, percentages, and qualitative approach. Also, analysis of the data was
organized and presented by the research questions.
48
Findings and conclusion drawn were presented with some recommendation to improve Students’
performance in Social Studies in the school.
5.1 Summary of Key Findings
There was a number of findings which was made under this study and this was through the help
of the research question
From the onset, the study came out that, Social Studies formed part of the school program and
for that matter a single teacher teaches three classes. Also, there was poor of performance level
of the Students due to poor teaching strategies and lack of teaching materials and this made the
lesson boring. But the little equipment or materials at times used were all visual materials.
Also, the study comes out that although the teachers varies his strategies by writing on the
chalkboard for Students to copy, dictates notes and sometimes lecture. The study reveals that, the
teacher sacrifices to teach the subject yet the Students have low performance in Social Studies.
Since the teacher sacrifices to teach, he reacts harshly to Students’ behavior and responses by
means of insulting, canning and sacking them from class or asking other Students to hoot at them
instead of showing tender love as a substates parent and a confident builder.
The study brought to light that, Social Studies is beneficial to everyone and this makes or help us
to understand things around us, solve problems which confront us, build our nation and become
good citizens Furthermore, there were some factors that hamper the realization of such benefits.
These include topics which are to abstract, and the view of people about the subject as compared
49
to other subjects. Also, there was inadequate teaching and learning materials, inadequate
textbooks, and teachers not using proper strategies to teach the subject.
5.2 Conclusion
The result obtained from the study came out with the conclusion that, the topics and content of
the of the social studies syllabus as against the periods assigned a week was not favorable to the
Students to perform. Some activities which can broaden the Students mind such as activity
method and field trips are left out due to few times against the content of the syllabus.
Again, the study of social studies in the school was not given enough attention as the other
subject such as mathematics, English language, and science. Also, the subject teacher was not
portraying the good qualities and duties required of a social studies teacher, and this made the
lesson boring and uninteresting. His behavior towards Student’s behavior put fear and anxiety in
them; hence depriving them from developing good attitude and interest towards the study of
social studies.
In conclusion, it can be seen that Students like studying social studies and so there is the need to
motivate them in all their doings. Thus, through the discussions and observation conducted, the
outcome was that the Students were improving in their performance when studying social studies
due to motivational strategies applied.
5.3 Recommendation
In the light of the aforementioned findings and conclusions, the following recommendations are
being made to assist students to improve their performance in social studies.
 Educational Authorities
50
The curriculum planners and implementors should review the content of the social studies
syllabus as well as the time allocated for it. For example, the new syllabus was kept long before
it came out.
The Ghana Education Service should provide grants, textbooks, and equipment to schools
regularly. The District Directorate of Education should supply adequate textbooks, equipment,
and materials which will enhance effective teaching and learning of the subject. The Head
teacher and subject teachers should make provision for equipment, materials, and field trips from
the capitation grant.
 Teachers
The use of variety of techniques in teaching of social studies ginger students’ interest in the
subject. However, students should be encouraged and propelled to search for information to
enable them contributes effectively rather than being spoon feed by the teachers.
In addition, student-centred strategies like discussion role-play should be intensify in teaching
and learning to enable students to develop their competency in communication skills because, the
process places a great premium on the use of relevant teaching and learning materials as it
evokes the learning capacities of the learner.
Finally, the use of appropriate teaching and learning materials in lesson delivery in social studies
should not be seen as merely mismanagement of instructional period in preparation. Even,
Tamakloe, Amedale and Atta (2005), emphasized that, any resources which the teacher uses to
enhance learning, understanding or the acquisition of concepts, principles and skills by students
is very important.
51
5.4 Suggestions for Future Research
This study is open for replication by any interested investigator. Instruments used to collect data
for the research included the questionnaire and interview. The study could be improved upon for
more adequate and reliable information on the problem.
When found useful, the study could be extended to other districts in the northern region and
other regions in the country to test its validity. Caution should however, be exercise in the
handling of relevant information in the course of the research. Also, future researchers should
take the opportunity to look through the correct techniques and methods as well as equipment
required in teaching the subject.
From the look of things, the researcher has confidence that the above suggestions will be taken
into consideration in studying social studies in Ghanaian schools.
52
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Alazi. (2009) Introduction to the Teaching of Social Studies: Onitsha Lincel Publishers. Bloom
et al (1956).Taxonomy of educational objectives handbook 1.
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APPENDIX
RESEARCH QUESTIONAIRE ON USING MOTIVATIONAL TECHNIQUE TO IMPROVE
THE PERFORMANCEOF BASIC SEVEN (7) STUDENTS IN SOCIAL STUDIES AT
CENTRAL “A” JUNIOR HIGH SCHOOL, BIMBILA.
This questionnaire is partly for academic purpose and respondent remains anonymous.
Please response as appropriate.
NAME OF SCHOOL
SEX: FEMALE ( )
MALE: ( )
YEARS TAUGHT IN THE SCHOOL:
Please tick where applicable ()
1) Is Social Studies well taught in the school?
a) Yes ( )
b) No ( )
2) Do the school have regular teacher for the subject?
a) Yes ( )
b) No ( )
3) How many teachers teach Social Studies?
a) Yes ( )
b) No ( )
4) Was the school having teachers for the subject when you came to the school?
a) Yes ( )
b) No ( )
5) How do the teachers teach the various classes?
a) They run through all the classes (
)
b) Different teachers are for the various classes ( )
c) Anybody takes any class at any time ( )
d) Two teachers are for one class ( )
6) Do the Students contribute in the lessons when it is going on?
a) Yes ( )
b) No ( )
7) If no, what was the reason of that problem?
a) Students feel lazy in learning ( )
b) Lessons are boring (
)
56
c) Lack of textbooks (
)
d) Poor teaching strategies (
)
8) What qualification do the Social Studies have?
a) Student teacher ( )
b) Graduate ( )
c) Trained teacher (
)
9) What teaching strategies and techniques is used by the teacher in delivering his lesson?
a) Writing notes on the chalkboard for Students to copy (
b) Dictating notes and explain it (
)
)
c) Using materials to explain the concept ( )
d) Lecturing in the class ( )
10) Is there any variations in the teachers’ techniques and strategies?
a) Yes ( )
b) No ( )
11) Is there any equipment and materials used by teacher when delivering lessons?
a) Yes ( )
b) No ( )
12) If yes, then, what type of materials does the teacher uses?
a) Audio materials ( )
b) Visual materials ( )
c) Audio- Visual materials ( )
d) None of the above (
)
13) Do you see improvement of Students in studying social studies?
a) Yes ( )
b) No ( )
14) How is the Students’ morale towards Social Studies?
a) Very high ( )
b) High ( )
c) Average ( )
d) Low ( )
e) Very ( )
15) What implications does the Students’ morale have on the teaching and learning of the subject?
16) In what way do teachers react to Students’ responses and behavior during lessons?
57
a) Sack them from class ( )
b) Cane them ( )
c) Insult them ( )
d) Ask others to hoot at them ( )
e) Advise them secretly after lessons ( )
17) Do you want this behavior of the teacher to go on?
a) Yes ( )
b) No ( )
18) Is it important to study Social Studies?
a) Yes ( )
b) No ( )
19) What benefit will derive from learning social studies?
a) Help us to solve everyday problems ( )
b) Help us to build the nation Ghana ( )
c) Help us to be good citizens of Ghana ( )
d) To understand things around us ( )
e) All of the above ( )
20) What is preventing the realization of such beneficial?
a) Topics are too abstract ( )
b) Teachers don’t teach it well ( )
c) Inadequate textbooks (
)
d) Inadequate teaching materials ( )
e) All of the above ( )
58