Social studies teachers’ knowledge base on community resources usage towards teaching and learning: A case study of senior high schools in the Komenda Edina Eguafo Abirem (KEEA) Municipality

Abstract

This study analysed the knowledge base of senior high school Social Studies teachers on using community resources for teaching and learning within the Komenda Edina Eguafo Abirem (KEEA) Municipality. The study employed a qualitative design, examining multiple cases and adopting a constructivist philosophy. It facilitated the exploration of teachers’ integration, access, and perception of these resources within their teaching and learning processes. A semi-structured interview guide was used to collect data from 18 participants, providing the study with a clear insight into the educational significance of community resources to facilitate instructional delivery. The data analysis was done by selecting the varied and uncovering the coding experience. Educators generally actively seek information from various sources, including colleagues and the internet, and recognise the role of community resources in enhancing civic awareness, critical thinking, and student engagement. Community resources also suggest that educational curriculum developers and policymakers integrate approaches supporting community-based learning into their Social Studies curriculum, as this helps enhance engagement and relevance. A professional development program is recommended to equip participants with the skills to utilise the community's resources efficiently and effectively, thereby stimulating students’ learning.