Instructional resources teachers utilise in teaching and learning of social studies in Senior High Schools

Abstract

This study investigated teachers’ utilisation of instructional resources in teaching and learning of Social Studies in senior high schools in the Effutu Municipality in the Central Region of Ghana. Qualitatively, this study employed the interpretivist lens with a case study design. The study's target population comprised all Social Studies teachers in senior high schools in the Effutu Municipality. The accessible population comprised fifteen teachers who had taught for at least three years and met the study's inclusion criteria. The study employed semi-structured interviews and classroom observations to collect data from twelve purposively selected Social Studies teachers. Data were analysed using thematic analysis within an interpretive framework. The findings of this study underscore the critical implications for educational resource allocation and teacher training programmes, while also contributing to the broader scholarly discourse on the utilisation of instructional resources in Social Studies education. The study concluded that teachers utilised a combination of traditional resources (such as textbooks and charts) and digital resources (such as online videos and images), as well as resources from people (such as community leaders and professionals). However, they required additional resources. Most schools struggled to access modern digital resources due to fundamental infrastructure issues, including unreliable electricity and insufficient projectors. It is recommended that the Effutu Municipal Educational Directorate establish robust professional development programmes to equip teachers with the skills to utilise technology and innovative teaching methods. These programmes should include hands-on training with modern teaching tools and digital resources. The training should also include ways for teachers to create and adapt resources to maximise their effectiveness in this era of digital literacy.