scholarly journals Assessing How Social Studies Teachers in Senior High Schools Use Out-of-Door Activities in Their Teaching in Ho Municipality of Ghana

2021 ◽  
pp. 185-204
Author(s):  
Osumanu Sheik Jibililu
Keyword(s):  
High Schools ◽  
Social Studies ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Social Studies Teachers ◽  
Ministry Of Education ◽  
Educational Value ◽  
Mixed Method Design ◽  
Curriculum Research ◽  
The Government

The study explored how social studies teachers in Senior High Schools in the Ho Municipality of Ghana use out-of-door activities in their teaching and learning methodology. Using a concurrent mixed method design, coupled with both convenience and purposive sampling techniques, a total of seventy (70) social studies teachers from fourteen (14) Senior High Schools in the Ho Municipality of Ghana were selected for this study. The instruments for data collection included both interview and questionnaire. Ultimately, the findings from this study revealed that most social studies teachers consider out-of-door activities in their teaching because of its educational value, despite the challenges they admitted to encountering. It was also revealed that social studies teachers do perceive out-of-door activities to be difficult to organize which affect their use of the technique in teaching. This study recommended that, in order to promote the use of out-of-door activities in the teaching and learning of social studies, the government through the Ministry of Education, Ghana Education Service (G.E.S) and Curriculum Research and Development Division (CRDD) should make funds available for senior high schools to organize out-of-door activities, specifically, in the teaching and learning of social studies to enhance students' understanding. Again, the government through the Ministry of Education and G.E.S, should advise heads of institutions to support and encourage teachers, particularly, social studies teachers to embark on out-of-door activities within and outside their school community to boost students' understanding of the concept that is mostly abstract in nature.

scholarly journals Pengajaran IPS: Antara Gagasan Dan Pelaksanaan Di SMPN Kota Padang

Diakronika ◽  
2019 ◽  
Vol 18 (2) ◽  
pp. 58
Author(s):  
Wahidul Basri
Keyword(s):  
Middle School ◽  
High Schools ◽  
Social Studies ◽  
Junior High School ◽  
Junior High ◽  
Junior High Schools ◽  
Social Studies Teachers ◽  
Ministry Of Education ◽  
Source Selection ◽  
Public Middle School

Integrated social studies learning has begun to be applied in various middle school (Sekolah Menengah Pertama) in Padang, especially since 2007. The principle of integration is integrating four fields of study, namely geography, economics, history and sociology into a certain theme. Integrated learning, firstly stated in the 2013 curriculum ideally, but in practice, it was different. Teachers at schools still cannot fully implement the Integrated Social Studies learning as appropriate, including SMP in Padang city. The purpose of this study is to see how Social studies which are in the Public Middle School in Padang. This research was conducted in several junior high schools in Padang. 8 of 43 public junior high schools in Padang to be the research subject, choose randomly, namely SMPN 1, SMPN 2, SMPN 6, SMPN 7, SMPN 8, SMPN 15, SMPN 16, dan SMPN 35. Data were collected through interviews with some social studies teachers, the Ministry of Education in Padang, and education observers in Padang. Research data was also collected through studies documentation and direct observation in class. The result shows that most social studies teachers at Padang in Junior High School not yet able to carry out Integrated Social Studies learning. There are still weaknesses in the selection of learning models which can support social studies learning, media and source selection improper learning.

scholarly journals Colombia’s nationwide EFL policy and the construction of equity in policy documents

2017 ◽  
Vol 11 (4) ◽  
pp. 57-74
Author(s):  
Daniel Villegas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Critical Discourse ◽  
Ministry Of Education ◽  
Social Efficiency ◽  
Policy Documents ◽  
The Government

The Colombia Bilingüe (Colombia Bilingual)1 program was introduced by the Ministry of Education (MEN) in 2004 with aims of increasing the teaching and learning of English as a Foreign Language (EFL) at primary, secondary and tertiary education level. However, this program has failed to reach its set language goals and has come under strong criticism. Scholars suggest that Colombia Bilingual has not only been unsuccessful in improving English skills but has resulted in unequal practices by favoring language instrumentation, marketization of language services and stratification of people. This paper offers a Critical Discourse Analysis of seven policy papers set forward by the government that have introduced and given continuation to this program. I will argue that the construction of equity in Colombia’s EFL policy is framed within a limited interpretation that has mainly given priority to improving Colombia’s international competitiveness while overlooking other important elements of equity such as autonomy, identity, and equality. I will conclude that the presence of social efficiency messages in the policy documents substantiates previous studies’ criticism and highlights the importance of policy documents towards reaching more equitable language learning practices.

scholarly journals Pedagogical Analysis of Teaching Social Studies: An Empirical Literature Review

2020 ◽  
Vol 3 (2) ◽  
Keyword(s):  
High Schools ◽  
Literature Review ◽  
Social Studies ◽  
Teaching And Learning ◽  
Controversial Issues ◽  
Education Service ◽  
Pedagogical Analysis ◽  
The Subject ◽  
Analysis Of Teaching ◽  
Pedagogical Methods

The primary objective of this paper is to do a critical literature review on the pedagogical analysis of teaching Social Studies. This paper reviewed aspects relating to the scope of Social Studies, factors affecting the teaching and learning of Social Studies concepts, the concept of teaching, motivation to teaching and learning, teaching methodologies and the pedagogical methods and strategies used in teaching Social Studies. Methodologically, students, teachers, policy makers and stakeholders in education were the focus of this study. The paper made used of secondary sources of information with the help of documents, published papers, archives, reports and books related to the subject under study. The review revealed that Social Studies subject is an integrated field of knowledge that cuts across disciplines. It was also revealed that the scope of Social Studies is unlimited, it also came to light that Social Studies is one of the least-liked subjects by students. Furthermore, the paper revealed that, the Ghana Education Service and other Colleges of higher education have issues with well-trained and competent teachers to handle the Social Studies subject and lastly the review revealed that some major factors that affect the teaching and learning of Social Studies are; the lack of meaning of concepts, lack of training in process skills, avoidance of controversial issues and limited shallow of content by some Social Studies teachers in the field of study. It is therefore recommended that the Government through the Ghana Education Service should recruit most-qualified and competent teachers to teach Social Studies in Senior High Schools and beyond. In addition, teachers who are well versed in teaching controversial issues must be engaged. The researcher also recommends that there is the need for a tripartite collaboration among the Ministry of Education, Ghana Education Service and other Non-governmental educational organizations to provide the needed teaching and learning materials for the teaching and learning of Social Studies. It is recommended that teachers should also employ different methodologies in teaching the subject. Lastly, the researcher recommends that the various pedagogical methods should be well combined and used to teach in order to help improve the attitude of students towards the learning of Social Studies in Senior High Schools and beyond.

scholarly journals Teachers` level of support in the use of teaching and learning resources of learners who are physically challenged in regular primary Schools in Kisumu West Sub County, Kenya.

2020 ◽  
Vol 7 (3) ◽  
pp. 92-112
Author(s):  
Dorine Adhiambo Obara ◽  
Charles Michael Were
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Drop Out ◽  
Learning Resources ◽  
Ministry Of Education ◽  
Head Teachers ◽  
The Government ◽  
Physically Challenged ◽  
Out Of School

The Government of Kenya made inclusive education a policy requirement in the provision of education to all children. Research has shown that the support given by teachers plays a very important role in curriculum implementation that ensures success in a child`s career. Education Assessment records in Kisumu county indicate that between the year 2012 and 2016, 846 learners who are physically challenged had been assessed and placed in regular schools in Kisumu West, Kisumu Central and Kisumu East sub-counties, out of which 246 had dropped out of school. However, Learners who are physical challenged often drop out of school more as compared to their regular counterparts particularly in Kisumu West Sub-County. The number of learners who are physically challenged enrolled in regular primary schools has been decreasing due to dropouts despite the fact that officers in Kisumu EARC conducted sensitization programs and workshops yearly for teachers and stakeholders in education. This decrease is confirmed at 138 (31.9%), which is higher as compared to the dropout of neighboring sub-counties namely: Kisumu East 31 (21.8%) and Kisumu Central 77(28.4%). Reason for this high dropout has not been established. The purpose of this study was therefore to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged  in regular primary schools in Kisumu West Sub-County and objective of this study therefore was to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged. A conceptual framework was used to show the interaction of dependent and independent variables. The study adopted descriptive survey research design. Target population of the study consisted of 15 head teachers, 30 teachers, 6 EARC coordinators and 90 learners who are physically challenged. Saturated sampling technique was used to select 13 head teachers and 4 EARC coordinators, while purposive sampling was used to select 27 teachers and 81 learners who are physically challenged. Data was collected using questionnaires, interview schedules and observation checklist.  Face and content validity of instruments was established through expert judgment and revision. Reliability of instruments was established through test-retest method on 10% of study population using Pearson’s product correlation. Reliability coefficient for head teachers questionnaire was 0.8, teachers’ questionnaires was 0.9; Learners who are physically challenged questionnaires was 0.7. This was above the accepted value of 0.7. Correlation coefficient analysis was used to establish teachers’ level of support in the use of teaching and learning resources f learners  who are physically challenged. Quantitative data was analyzed using frequency counts, percentages and mean. Qualitative data from interview and observation schedules were collected, organized and categorized into themes and sub-themes, which were reported. Findings of the study indicated that most regular primary schools did not have adequate adapted teaching and learning resources required for learners who are physically challenged. The study recommended that Ministry of Education should ensure adequate supply of adapted teaching and learning resources, Findings of this study would be useful to teachers, EARC coordinators, and Ministry of Education.

scholarly journals Teachers' Perception of Teaching English for Young Learners and the Implementation in Public Primary Schools in Jembrana Sub-District

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Risma Listyariyani
Keyword(s):  
Mixed Method ◽  
Primary Schools ◽  
Rating Scales ◽  
English Teachers ◽  
Teaching English ◽  
Policy Makers ◽  
Young Learners ◽  
Public Elementary Schools ◽  
Mixed Method Design ◽  
The Government

Teaching English for Young Learners has certain principles that need to be followed, while in fact its implementation in public primary schools does not seem to follow those principles. This research aimed at investigating teachers’ perception of teaching English for young learners and its implementation in public primary schools in Jembrana subdistrict. The research was also used to explore the problems which are encountered by teachers in teaching English in the classroom. This study involved 3 English teachers of Public Elementary Schools in Jembrana subdistrict. The data were collected through questionnaire, rating scales, observation sheets, and interviews guide. The research design was embedded mixed method design with qualitative dominant. The data were analyzed through descriptive qualitative. The results showed that teachers gave strongly positive perceptions about TEYL. Meanwhile, the activities which occurred in the learning process were mostly deal with the component of “Teaching Through Activities” with average range was 10.33. This range means that the component of teaching through activities was very highly implemented among the nine components. The other components were rarely evident during the observation. Based on the result of interview, the main problems which were encountered by the teachers are the difficulty to teach pronunciation to the students, limited learning sources, limited time for preparing lesson, and lack of various learning activities. Thus, this study suggests the government or other policy makers to provide English teachers with some kinds of professional development on practical guidance of TEYL and sufficient learning sources as well. 

scholarly journals RISK REDUCTION IN SCHOOLS IN DISASTER-PRIED AREAS IN WETLAND ENVIRONMENT BANJAR DISTRICT

Jurnal Socius ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 96
Author(s):  
Herry Poda Nugroho Putro ◽  
Eva Alviawati ◽  
Syarifuddin Syarifuddin
Keyword(s):  
High Schools ◽  
Social Studies ◽  
Natural Disasters ◽  
Risk Reduction ◽  
Junior High School ◽  
Disaster Risk Reduction ◽  
Junior High ◽  
Disaster Risk ◽  
Junior High Schools ◽  
Social Studies Teachers

The research location is in Middle School Sungai Tabuk 3 and Sungai Tabuk 4. Sungai Tabuk is a sub-district in Banjar Regency with a high threat level of floods and forest and land fires. Data collection through questionnaires, observation, and tests competence students. Data analysis with t test. The results showed 140 social studies teachers in Banjar Regency 56.6% had integrated natural disasters in social studies learning, the model developed was modified scientific inquiry learning frompre-disaster, disaster events, and post-disaster. There is an increase in student competence regarding disaster risk reduction, where t (count)> t (table) on trials first at SMPN 4 with trials second at SMPN 3. These findings lead to the conclusion that learning scientific with effective inquiry for student disaster risk reduction, relevant for social studies learning, relevant to increasing student activity, an effective inquiry model for improving the quality of social studies learning processes and products in junior high schools. The findings of this study have positive implications for the development of social studies learning about natural disasters in junior high schools. The practical implications of the findings of this study are an increase in the ability of social studies teachers and the socialization of inquiry models for reductionrisk disaster in Junior High School

scholarly journals Influence of teaching and learning materials availability on the development of pupils in upper primary schools in Karunga Zone, Gilgil Sub County

2020 ◽  
Vol 9 (5) ◽  
pp. 294-301
Author(s):  
Monicah Naisianoi ◽  
Peter Koome ◽  
Esther Marima
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Well Being ◽  
Target Population ◽  
Ministry Of Education ◽  
Learning Materials ◽  
Learning And Teaching ◽  
Descriptive Research ◽  
The Government ◽  
Education Science

It is through education where a foundation for growth, groundwork on which most of our social and economic well-being is developed. This study sought to establish the influence of teaching and learning materials available on the development of pupils in upper primary schools in Karunga Zone, Gilgil Sub County. Teaching and learning materials are devices and aids through which learning and teaching are done in schools. The study was anchored on the Theory of Instruction and adopted the descriptive research design. The target population was 587 teachers of primary schools in Karunga zone, Gilgil Sub County from which a sample of 100 teachers were selected using the stratified random sampling method. Data was collected using questionnaires and analyzed through descriptive and inferential statistics. Results showed that teaching and learning materials availability (r= .652, p .000; β= .751, p .000) has a positive and statistically significant influence on the development of pupils in upper primary. Based on this finding, the study recommends that the government of Kenya through the Ministry of Education Science and Technology should improve the availability of teaching and learning resources in public primary schools in order to promote optimal development of pupils.

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