The main aim of the study was to enhance the understanding of Basic 8 learners of Foso Railway Station "B" on arms of government using pictures. In this regard, three research questions were formulated to guide the study.
Action research was the design used for the study. The total sample size of 72 JHS; made up of 42 females and 30 males were used for the study. In addition, one social studies teacher was also selected and used to augment the data obtained from the 72 JHS 2 students. A purposive sampling technique of the non-probability procedure was used to select the students for the study. Observation, test and interview were the three instruments used for the study. Data were analyzed using tables, frequencies and percentages together with charts.
TABLE OF CONTENTS
ABSTRACT
ACKNOWLEDGEMENT
DEDICATION
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
CHAPTER ONE
Background to the Study
Statement of the Problem
Purpose of the study
Research Questions
Significance of the study
Delimitation of the study
Limitation of the study
Organization of the study
CHAPTER TWO
Introduction
The Concept of Arms of Government
Factors that affect learners understanding of arms of government in social studies
Different approaches that can be used to enhance learners' understanding of arms of government in social studies.
Meaning of Instructional Media/ Materials
Concept of Picture Media
Effects of using pictures in teaching arms of government in social studies
Summary of the Review of Related Literature
CHAPTER THREE
INTRODUCTION
Research Design
Study Area
Population
Accessible Population
Sample and Sample Technique
Instruments
Description of Observation Item
Description of Test Items
Description of Interview Item
Validity of the Instruments
Reliability of the Instruments
Data Collection Procedures
Pre-intervention Stage
Intervention Stage
Post Intervention
Data Analysis Method
CHAPTER FOUR
Analysis of the Results
Presentation of Results by Research Questions
Discussion of the Results
CHAPTER FIVE
Summary of the Study
Overview of the Study
Key Findings
Conclusions
Recommendations
Suggestions for Further Studies
REFERENCES
APPENDICES
APPENDIX A
APPENDIX B
APPENDIX C
APPENDIX D
APPENDIX E
ABSTRACT
The main aim of the study was to enhance the understanding of Basic 8 learners of Foso Railway Station ‘B’ on arms of government using pictures. In this regard, three (3) research questions were formulated to guide the study. Action research was the design used for the study. The total sample size of 72 JHS; made up of 42 females and 30 males were used for the study. In addition, one (1) social studies teacher was also selected and used to augment the data obtained from the 72 JHS 2 students. A purposive sampling technique of the non-probability procedure was used to select the students for the study. Observation, test and interview were the three (3) instruments used for the study. Data were analyzed using tables, frequencies and percentages together with charts. It was revealed competency of teachers, lack of meaning of concept, limited shallow textbook content, inadequate teaching and learning materials and inappropriate teaching method were the factors causing learners' misunderstanding on arms of government. Also, it was revealed that using activity-based approach, adopting community resource approach, using role-play and field trip were other the approaches that can be used to teach and enhance learners’ understanding on arms of government in social studies. Therefore, it was recommended that educational stakeholders and NGOs should provide the needed TLMs needed in the teaching and learning of social studies to be used in teaching the subject. Finally, it was recommended that social studies teachers should employ pictures in their lessons.
ACKNOWLEDGEMENT
I wish to express my sincere gratitude to my supervisor, Madam Comfort Arthur who in spite of her heavy and busy schedules had time to vet and offer useful suggestions which enabled me to come out with this project work.
My profound gratitude goes to Dr. Anthony Baabereyir, the Principal of Foso College of Education and Dr. Sylvester Donkoh, the Vice Principal of Foso College of Education for their efforts in organizing workshop for students to be taken through the writing of project work.
In a similar manner to all the project work committee who provided us with a project work guide for us to follow strictly in writing of our project work.
I also extend my outmost gratitude to all tutors of Foso College of Education especially those in the Department of Arts and Social Sciences for their encouragement and guidance during the period of writing this project work.
To my mentor, Madam Dora Gyapanin who made a lot of sacrifices for me to realise this dream, I say thank you.
I am greatly indebted to Miss. Perpetual Afi Kwofie for her moral support and motivation in writing my project work. Her advice was “Griddle your lions and fight hard to complete the work”. I say God will reward you.
Also, my sincere appreciation goes to Miss. Martha Annan for help and constant support she gave to me.
Finally, I wish to register my profound appreciation to Mr. Matthias Donkoh for his special advice and guidance in making this work a very successful one.
DEDICATION
To My lovely Family.
LIST OF TABLES
1: Observation of Lesson Presentation by Mentor
2: Interview results from Mentor
3: Learners’ Pre - Test Scores
4: Different Approaches that can be used to enhance learners’ understanding o Arms of Government in social studies
5: Observation of Learners’ on effects of using pictures I teaching Arms of Government in social studies
6: Learners’ Post - Test Results
7: Interview results from learners on the effects of using pictures I teaching Arms of Government in social studies
8: Comparing Learners’ Pre - Test and Post - Test Scores
LIST OF FIGURES
1: Showing the pictures of Arms of Government 23
2: Showing facilitator using picture to teach Arms of Government 25
3: Bar Graph showing Students’ pre - Test and Post - Test Scores 33
CHAPTER ONE
INTRODUCTION
This section sought to look at the background to the study, statement of the problem, purpose of the study, research questions, significance of the study, delimitation of the study, limitation of the study, and the organization of the study.
Background to the Study
There can never be any meaningful development in our lives without any basic knowledge of social studies (CRDD, 2015). According to Fanwang (2013), social studies as an integrated subject of study enables the learners to deal with human groups and their environment. He later opined that social studies by its very nature follows logic and so are those who study it should use their logical thinking and reasoning ability to deal effectively with problems in their environment and also be a problem solvers. In this vain, the learners become capable to stand on his/ her own accord to face numerous problems in his/her environment.
Studies by (Kenna & Hensley, 2019; Maguth, 2019; Matto et al., 2017; Stefauak et al., 2017) affirms that social studies has a significant impact in developing Students'-community participation or civic engagement.
In Ghana, social studies is one of the important subjects that are to be learnt by all students from Basic School level to higher level of education. Because of its importance, social studies is made compulsory for all Junior High School (JHS) learners and even up to first year in some institutions (NaCCA, 2020).
In every family, there are administrative structures that bind the family together and ensure its smooth operation. That is, families have structures that ensure that it is still recognize as the basic and importance unit in every society. Same as there is an administrative structures in government. A study by (Cambridge, 2013) indicated that there are administrative structures in government in every country or nation. It further stated that each administrative structure plays a vital role to ensure the progress and functioning of that state or country.
The concept of arms of government is one of the fundamental topics in social studies for JHS learners to study as part of social studies curriculum over the years. Mensah (2020) opined that understanding of arms of government would help learners develop the desire to learn other related concepts and know how their countries are being governed. Thus, understanding this concept would serve as the solid foundation for learners to study relevant concepts such as separation of powers, checks and balances, system of government and many other relevant abstract concept in schools. Hence the importance of arms of government as a social studies concept to learners cannot be overemphasised.
Despite its importance, Osakwe (2014) indicated that learners have difficulties understanding arms of government.
Learners' misunderstanding of arms of government have contributed to poor performance of learners in social studies in schools. The commonest factor that have been said to be the cause of this issue is the inappropriate teaching methods coupled with lack of teaching and learning resource in teaching this abstract concept in social studies to learners.
Several experts in the field of social studies have recommended the use of sensational object like pictures in teaching arms of government in social studies. Since learners' understanding of arms of government serve as a solid foundation for studying many other relevant social studies concepts in schools, and that JHS 2 learners' have conceptual difficulties understanding it, it is therefore crucial that an appropriate strategy such as pictures should be used to effectively deal with these conceptual difficulties, and thereby enhancing learners' understanding.
It is against this background that this study was undertaken to help enhance the understanding of JHS 2 learners of Foso Railway Station B on arms of government using pictures.
Statement of the Problem
The researcher during his fourth year first semester teaching practice at Foso Railway Station B JHS identified that most of JHS 2 learners did not understand the topic "Arms of government" adequately whiles few learners understood the topic during one social studies lesson. Almost all the learners in that class have difficulties understanding arms of government. Learners became frightened and worried whenever they are given tasks or exercise involving arms of government. It was again disclosed that some learners did not show any interest in studying the topic under discussion and some even escaped lesson. These problems have been attributed to the traditional mode often used by social studies teachers in teaching this abstract concept to these young learners during instructional period. This theoretical method used by the teachers have made it very difficult for learners to understand the topic “arms of government”. This development had impacted negatively on learners' performance and interest in social studies. For the purpose of enhancing the understanding of JHS Two Learners of Foso Railway Station B on arms of government in social studies, the researcher decided to use pictures to enhance JHS Two learners understanding on Arms of government.
Purpose of the study
The main purpose of the study is to use pictures to enhance the understanding of JHS Two students of Foso Railway Station B on Arms of government in social studies. The specific objectives were to:
a. Identify the factors that affect learners' understanding on arms of government in social studies
b. Identify different approaches that can be used to enhance learners understanding on arms of government.
c. Evaluate the effects of using pictures in teaching arms of government in social studies.
Research Questions
The study was guided by the following research questions:
a. What are the factors that affect learners' understanding on arms of government in social studies?
b. What different approaches can be used to enhance learners understanding on arms of government in social studies?
c. What are the effects of using pictures in teaching arms government in social studies?
Significance of the study
The significance of this study are numerous. The study is carried out to help enhance the understanding of Foso Railway Station B JHS 2 learners on arms of government in social studies.
The study would look at the factors affecting JHS 2 understanding on arms of government in social studies. Also, the study would bring to light other different approaches that can be used to enhance learners understanding on arms of government in social studies. This study would also highlight the importance of using pictures in teaching arms of government in social studies.
Finally, this work would be published, it would serve as a reference material for student teachers who find similar problem to know how to use pictures to enhance learners understanding on arms of government in social studies.
Delimitation of the study
The study was delimited all Junior High School within the Assin Central Municipality in the Central Region of Ghana. Within this Municipality, the study was delimited to only Foso Railway Station B School. In this school, the study was further narrowed to JHS 2 students. The study was limited to using pictures to enhance the understanding of JHS 2 students of Foso Railway Station B on Arms of government in social studies.
Limitation of the study
The study could have been done in all the schools in Assin Central Municipality but due to financial constraints and logistics to carry out extensively, the researcher was compelled to focus the study on only the J.H.S 2 of Foso Railway Station B.
Limited time was a major limitation. The study was supposed to have been conducted within one year period. But due to the current academic calendar designed by Institute of Education, UCC, the study was done within four (4) months which was a major setback.
Generalization of this finding would not be made to any school and class except Foso Railway Station B JHS 2.
Finally, there was the possibility that some JHS 2 learners and the selected social studies teachers provided false information in the instruments used for the data collection which might have affected the reliability and validity of the results of this study.
Organization of the study
The study comprises of five main chapters. Chapter one which is the introduction constitutes the background to the study, statement of the problem, purpose of the study, research questions, significance of the study, delimitation of the study, limitation of the study and organization of the study. Chapter Two is the review of related literature which focuses on what some authors have written about the problem area as well as the researcher's analytical framework of the literature expounded. Research method is found in Chapter Three which outlines the researcher's plan on how data was collected. The Chapter includes research design, population, and sample and sampling procedures, data collection instruments, intervention design and implementation, data collection procedure and data analysis. Chapter Four is the results and discussion which looks at the data collected and analyzed. The last chapter which is five includes the summary, conclusions and recommendations of the study.
CHAPTER TWO
Review of related literature
Introduction
This chapter provides an overview of literature related to the use of pictures in enhancing students understanding on arms of government. It is structured under the following sub-topics
a. The concept of Arms of government
b. Factors affecting learners' understanding of social studies.
c. Different approaches that can be used to enhance learners' understanding of arms of government in social studies .
d. The meaning of instructional media.
e. Concept of pictures as instructional aid
f. Importance of using pictures in teaching and learning of arms of government in social studies.
The Concept of Arms of Government
A state or a country is a corporate entity and as such cannot carry out its functions and activities without the intermediate involvement of others (Cambridge University Press, 2013). As such, every country or state has individuals who help in the governing processes of such state or country. These individuals are called the three arms of government. These three arms or organs of government have evolved in order that the goals and business of government would be achieved and carried out effectively.
Factors that affect learners understanding of arms of government in social studies
The literature includes many kinds of factors that affect learners understanding of arms of government in social studies. The following are some of the factors:
Tamakloe (2008) stipulated that lack of motivation for teachers greatly affects learners’ understanding on arms of government negatively. In Ghana, social studies teachers are not motivated and as results of this they do not develop the interest to do further research on the topic before teaching it to learners. Sometimes they have to employ some educational resources in their lesson but because there are not motivated they do not see the need to use their own capital to purchase those materials to be used in their lessons and also to perform research to support what is in the curriculum.
In a recent study by Mensah (2020) also mentioned that most social studies texts are restricted in content, superficial in the treatment of concepts, and present facts out of their contexts. In Ghana, most social studies textbooks have been written by people with superficial knowledge of the subject, and hence sub-standard, a situation which seriously undermines the effective teaching and learning of social studies concepts or topics which in the long run can results into learners' misunderstanding on arms of government.
The limited subject matter and uninspired treatment in social studies textbooks might not matter so much if social studies teachers use a rich array of other instructional resources. Research has indicated, on the contrary, that most social studies teaching is textbook- bound.
A study conducted by Mensah and Frimpong (2020) also indicated that about 53(73.6%) of teachers agreed that inadequate TLMs has greater effects on learners' understanding of arms of government in social studies with 19(26.4%) disagreed to such claim. By comparing the percentage of teachers who agreed that inadequate TLMs can have greater influence or effect(s) on learners' understanding on arms of government to those who disagreed, it can be concluded that, the use of TLMs can enhance the understanding of learners on arms of government in social studies. A critical scrutiny of the study Mensah and Frimpong (2020) conducted suggested that social studies instructors must employ appropriate TLMs when teaching and learning arms of government.
The diversity of purposes and approaches as well as the broad multidisciplinary nature of social studies call for a variety of teaching methods (pedagogical methods) and strategies during to be used during teaching and learning of arms government. As Glickman et al (2014) put it: Effective teachers do not use the same set of practices forever. Due to the broad nature of arms of government in social studies, it has several teaching approaches such as role play, fieldwork, the use of resource person and the use of pictures among others. As a result of this, a social studies teacher should select and make use of appropriate teaching method to use during teaching and learning of arms of government social studies lessons as this would lead to effective understanding on part of the students on arms of government which in the long run can improve learners’ performances in social studies. On the contrary, if appropriate methods are not selected and use in teaching arms to government, it would lead to misunderstanding among learners. The social studies teacher should therefore adopt the right approach prescribed by the syllabus to enable learners to identify learning as an integral part of life. The approaches that the teacher adopts should be learner- centered to fulfill the requirement of the existing syllabus.
The above review of related literature indicates that there are several factors affecting learners' understanding on arms of government in social media.
Different approaches that can be used to enhance learners' understanding of arms of government in social studies.
Studies by (McGrath & MacEwan, 2011; Adu Yeboah, 2010; Westrup & Planander, 2013; Ngusaa, 2014) have indicated that there are several different approaches that can be used to enhance understanding on arms of government in social studies.
McGrath and MacEwan (2011) indicated that activity-based method of teaching could be used by social studies teachers to help enhance their students understanding on arms of government. The study revealed that in learning arms of government, learners should be engaged with several hands on activities and also should be made active participants in such lesson. Critical analysis of the study made by McGrath and MacEwan (2011) is that students become more actively involved in teaching and learning and therefore can understand arms of government when taught with the activity-based teaching method. He further indicated that students are taught real-life issues, provided with practical and meaningful lesson which in the long boost the social awareness of students to social concepts and phenomenon.
In a study , Adu-Yeboah (2010) also mentioned that community resource approach can also be used to teach arms of government. She further stated that within the community there are individuals who possesses special skills which can be tapped for the benefit of students. The study concluded that teachers should often use community resource in teaching and learning of arms of government in social studies in schools and this would help enhance their conceptual understanding on arms of government. The method as said by Adu-Yeboah (2010) makes lesson more exciting as it breaks down teachers’ familiarity with learners.
Westrup and Planander (2013) also stated that role-play approach can be used to teach arms of government. They made mentioned that learners can be made to role-played the compositions and the functions of the various arms of government and this would help them understand it properly. They further indicated that Learners who were taught arms of government by role- play approach understand it better than those taught using the traditional approach (lecture method).The study revealed that teachers when teaching learners arms of government; should make learners act the roles of their MPs, speakers of parliament, cabinet ministers, chief justice and others and this will help them to understand this concept with ease.
Other study by Ngusaa (2014) also mentioned that embarking on field trips can be used to enhance learners understanding on arms of government. He posited that “In order for effective learning and understanding of arms of government in social studies to take place, students must be taken on tour to observe some parliamentary and court proceedings and this can help them to understand it well. He further posited that “before learners can respond to questions under arms of government then during its instructional periods, students must give up actively attending to other stimuli, shifting their priorities so that other stimuli are screened out.” For instance, if students’ attention is on something else, all that the teacher or the facilitator is trying to impart to students will be a waste of time as they are not focused on the message being carried across. Field trips can be used to catch students’ attention as they will be eager to experience their reason for travelling out of school. He again stated that pictures can be used to teach arms of government in order to enhance learners’ understanding.
The above review of the related literature indicates that there are different approaches that can be used to enhance learners understanding on arms of government in social studies.
Meaning of Instructional Media/ Materials
Every academic discipline has its own underlying philosophy or ultimate aim which makes each one of them distinct from other discipline. The uniqueness of social studies stands out in its philosophy to develop in one whole, the brain, the limbs and more importantly, the heart of which most discipline thread. This state of affairs makes the entire environment human (cultural) and natural (area of jurisdiction) of instructors in the discipline to make use of resource and materials that convey varied and impression in diverse setting, via the application of series. Series of reference has been made to multi – media resources and materials in social studies education.
One of the best proven medium of teaching in schools is the instructional media. Instructional media comprises of all the materials and physical means which an instructor can use to implement instructions and facilitates learner’s achievement of instructional objective (Reigeluth, 2013).
According to Dahar and Faize (2011) instructional materials are print and non – print items that are designed to impact information to learners in the educational process. Instructional materials include items such as textbooks, magazines, newspapers, slides, pictures, workbooks, and electronic media, among others. This author’s definition tries to suggest that anything printed or not printed that can be used in the teaching and learning process is an instructional media or material of which is true.
In Environmental or Social studies education, instructional resources or media are thought to include all tangible materials, intangible conditions, sites, events, edifices and persons that hold items of interest which at a given point can facilitate effective and efficient instructional programme within and outside the school. In this regard, anything accessible, be it animate or inanimate, natural or cultural can be resorted to for instructional purposes in Environmental or Social studies education, so long as they do not offend the sensitivities of society or pose health hazards.
There are many kinds of instructional media that can be used in the teaching and learning of social studies but basically, they are divided into three kinds. They are: visual aids, audio- visual aids, and audio aids.
The visual aids can be in the forms of boards, models, real objects, miniatures, puppets, clocks, time board, pictures, photos, wall charts, flannel boards, flash cards among others. The second one is audio aids such as radio and tape recorders. The last one is audio-visual aids such as television, video, and power point.
Concept of Picture Media
One of the visual instructional media that is going to be used in this study is picture. Pictures are aids that can help teachers in the teaching and learning process.
Studies on the use of pictures as an instructional media began to be taken seriously towards the turn of the 21st century. The classical works on pictures as an instructional material was done by two scholars; Joseph Schwartz and Perry Nodelman in the 1980s ( Newel, 2017). It was these pioneer researchers that other scholars started coming up with studies on the same. Picture is something printed, drawn or painted: a shape or set of shapes, lines, or diagrams printed, drawn or painted on paper, canvas, or some other flat surface, especially shapes that represent a recognizable form or object. The contribution of pictures in instruction is based on the combination of the visual and the verbal levels of communication.
According to Fattal, (2017), picture creates a miniature ecosystem in for an enhanced learning experience. This is brought about by the reciprocating actions of words and pictures where each one becomes a basis of existence of the other. Other scholars have described this interaction as creation of impression of thrilling, inspiring and lively branch of literature (Gilmore & Howard, 2016; Unsworth, 2017). Picture communicates to learners of simple qualities, to youthful simplicity and cheerfulness; yet puzzlingly, they accomplish this in vast sophistication in visual and verbal codes (Cox, 2017). Since most children are amazed by picture even at the age of two (2) and continue to take pleasure in them for any more years in the learning cycle, there is a fundamental instructional model that can effectively work for many children across cultures in time and space ( Pinter, 2017).
Effects of using pictures in teaching arms of government in social studies
Using pictures in teaching and learning of arms of government in social studies is of great benefit to both the subject teacher and the learner. According to Sharma (2017), pictures are appealing to the viewers. By using a unique attention - grabber, a teacher can help keep his or her learners involved and interested in the material the teacher is presenting. Pictures with their unique characteristics make it pleasurable. This means that by using pictures to teach arms of government in social studies, learners' attentions are caught and their interests are aroused. He further stated that learners' who were taught arms of government using pictures understands it better than those who were taught with the traditional method of teaching (lecturer method).
Bopche (2015) mentioned that simple and broad information can be projected or taught in a direct manner, however pictures or graphics especially coloured one leave an indelible mark on learners' mind. Adopting pictures in instruction is very interesting and it is easy to understand. This means that pictures must be designed with attractive colours to make it interesting. No learner get bored when using pictures in teaching and most learners delight in watching it.
According to Soffar (2016), pictures stimulate learners' desire to find out new ideas for themselves. Pictures teach serious topics in a playful way which makes children work with ease thereby imbibing much knowledge. It is used to explain concept or topic in social studies to promote deeper understanding of issues in social studies.
Lastly, Amekor et al. (2015) reported that pictures bring realism to abstract concepts seen in motion. It is the ideal method to demonstrate procedures and interaction.
Summary of the Review of Related Literature
Experiences have shown that most learners throughout the country especially JHS 2 learners of Foso Railway Station B School have difficulties in understanding arms of government n social studies and this has affected their performance in social studies both internally and externally.
Lack of motivation for teachers, limited shallow textbook content, inadequate teaching and learning materials and inappropriate teaching methodology have been cited as the major factors leading to learners misunderstanding on arms of government in social studies. Also, different approaches such as activity- based approach, community resource approach, role-play approach, field trip approach and pictures were also cited to be useful when teaching learners arms of government. However, empirical studies in the related literature reviewed above have indicated that using pictures could be used to enhance learners understanding on arms of government in social studies. Hence, this study is poised to use pictures approach to enhance learners understanding on arms of government.
CHAPTER THREE
METHODOLOGY
INTRODUCTION
The main purpose of this study is to use pictures to enhance the understanding of JHS2 learners of Foso Railway Station B on Arms of government. This chapter discusses the methodology used in the study. It includes the research design, study area, population, sample and sampling procedure, research instruments, data collection procedure and data analysis methods.
Research Design
Research design refers to a framework of methods and techniques chosen by a researcher to combine various components of research in a reasonably logical manner so that the research problem is efficiently handled (Bhat, 2019). He further states that research design provides insights about "how" to conduct research using a particular methodology. The design used for this study was a classroom–based action research. The rationale for using this design was that the study sought to solve a specific problem by enhancing the understanding of JHS 2 of Foso Railway Station B on arms of government in social studies.
According to Anane and Anyanful (2016), an action research design allows teachers to address problems that are closest to them in their local settings and bring changes in their classroom. Again, the design was used because it can be adjusted to meet situation which help in getting accurate results.
Despite the merits of an action research, it also has it weakness of requiring the resilience of the teacher in solving the identification problem(s).
Study Area
The study took place at Foso Railway station ‘B’ JHS in the Assin Central Municipality in the Central region of Ghana. Geographically, Foso Railway station B popularly known as JOMSCO is situated at the back of the JOMSCO Park. The study area is located in the southern part of Ghana.
Population
Population is defined as everything or everyone who is the subject of a statistical observation (Taylor, 2018). The population was all JHS students in Foso Railway Station ‘B’. This school was selected due to its closeness to the study and also the problem of students misunderstanding of arms of government in social studies was a major problem among the JHS 2 students in the school. The school had a teaching staff of eight teachers made up of four female teachers and four male teachers. Also, the school had national service personnel population to be four which was made up of one female and three males. In terms of students’ population from Basic1 to JHS 3, the school had a student’s population of 650; made up of 370 females representing 56.923% and 280 males representing 43.076% (as at the time of conducting this study)
Accessible Population
The accessible population was all JHS 2 students of Foso Railway Station ‘ B’ School in the Assin Foso Municipality. This accessible population is made up of 72 students made up of 42 females representing 58.333% and 30 males representing 41.666% (as at the time of conducting this study)
Sample and Sample Technique
Sampling is the process of selecting part of a population (Kubi, 2017). Since the problem was found among JHS 2 students, the study sampled all the students which is made up of 42 females and 30 males. The ages of students in the class ranged from 12- 15 years: with an average of 14 years. In addition, one social studies teacher was also selected and used to augment the data obtained from the 72 JHS 2 students.
A purposive sampling technique of the non-probability procedure was used to select the students. This was due to the fact that students in that class had difficulties understanding arms of government in social studies. Again, the teacher was purposively selected due to her in depth knowledge and experience in teaching in this concept over the years in the school and also her willingness to take part in the study.
Instruments
Observation, test and interview were the three (3) instruments used for the study. These instruments have been described briefly below as follows:
Description of Observation Item
According to Adu (2016), observation entails systematic noting and recording of events or physical characteristics in their natural setting for a period of time. One strength of this instrument according to Osuka (2018) is that it is the most extensively used informal approach in assessment and the most flexible data collection instrument. Again, with observation as an instrument, one could get detail information which may not be accessible anyway. In spite the numerous strengths of observation, it has got several weaknesses. One of them is that it may lose its relevance if the researcher becomes emotionally involved and for that matter the researcher may lose its objectivity. To avert this weakness associated with this instrument, the researcher did not allowed his emotional to control the study.
Observation was the first method used to gather the data before and after the implementation of the intervention. The researcher drew the observation guide on the third week of his teaching practice on information about teacher's effective use of TLMs in the lesson, different teaching approaches used by the teacher, the nature of the textbook used and motivation for teachers. A lesson presentation of the researcher’s mentor was observed during the observation stage of the macro- teaching programme in a classroom setting using the covert observation and some information were noted and recorded following the observation guide. The students and the behaved in their natural setting because they did not know that they were being observed. After this covert observation, the researcher requested for their class exercise books to know their understanding on arms of government in correspondent with the information that have been noted and recorded. The observation helped to formulate the interview questions. Also, another observation was conducted to find out the effects of the intervention. The observation guides used for the study are found in Appendix A and B respectively.
Description of Test Items
Adu (2016) describes test as an assessment tool intended to measure students' knowledge, skills and aptitude in a particular topic. Kelly (2017) explained that at the school level, educators create test to measure their students' understanding of specific content or the effective application of critical thinking skills. This item has several advantages which included; It provides broader scope and higher objectivity and it presents the opportunity for self‐study and self‐evaluation. In spite of it numerous advantages, it also has some disadvantages which included; It waste time during its conducting. To avert this weakness, the researcher did not allow the period of the test to take most of the time meant for teaching and learning.
Two (2) tests ( pre-test and post-test) of comparable standards were constructed based on arms of government concept in JHS social studies textbook and were used for the study. The pre-test was used to diagnose students' misunderstanding in the concept before the implementation of the pictures intervention strategy whereas the post-test was also used to assess the effectiveness of the intervention implemented. The same pre-test items were used for the post-test but were arranged differently. Both tests contained ten (10) question items for 10 marks. The two tests are found in Appendix C and D respectively.
Description of Interview Item
Maree 2010 ( as cited in Budd, 2016) describes an interview as a two way conservation in which the interviewer asks the participant questions to collect data and to learn about the ideas, beliefs, views, opinions and behaviours of the participants. He further stated that the aim of qualitative interview is to see the world through the eyes of the participants. This method has several advantages which include; interview can be used to obtain more and greater depth of information. It can yield an almost perfect sample of the general population and there is flexibility under this method as the opportunity to restructure questions is always there, especially in case of unstructured interview (Danso, 2017). A grater disadvantage associated with this instrument is that the interviewee can give a false responses. To minimize this weakness associated with this instrument, the interviewee was assured that all her responses will be kept secretly. The interview was conducted using interview guide. The interview guide had three (3) questions that were formulated based on the research questions that guided the study. Question item one (1) was based on the factors that affect learners' understanding of arms of government in social studies; question two (2) was based on different approaches that can be used to enhance learners' understanding on arms of government in social studies whereas question three (3) was based on the advantages of using pictures in teaching arms of government in social studies and was administered to the selected students and teacher. Sample of the interview guides could be found in Appendix E.
Validity of the Instruments
In order to determine the validity of the Instruments, the designed observation guide, tests (pre-test and post-test) and interview guides were scrutinized by my course mates and mentor for their comments and suggestions for the improvement of the items.
Reliability of the Instruments
In order to determine the reliability of the Instruments (i.e observation, tests and interview) were used on the sampled population on two consecutive times with time frame. It produced a reliability coefficient of 0.70 showed that the Instruments were reliable and could be used for the study.
Data Collection Procedures
For effective data collection, permission was sought from the school authorities, social studies class teacher and the students to carry out the study in the school. The data collection was done in three (3) stages namely; pre-intervention, intervention and post-intervention stages. These stages are described below as follows:
Pre-intervention Stage
During the macro-teaching period, observation was made by the researcher during one social studies lesson. Learners' misunderstanding on arms of government was revealed because learners' responses to questions posed to them under arms of government by their teacher was not encouraging at all.
Also, to assess each learners' understanding on arms of government in social studies before the start of the intervention, 30 minutes pre-test on arms of government was conducted in the class .The test was done under strict but relaxed supervision. After the 30 minutes, the pre-test were collected, marked and scored. It was observed that students' performance in the test was not encouraging and hence the need for the implementation of the intervention.
Again, an interview was also administered to the sampled teacher to gather data about the research questions.
Intervention Stage
The intervention stage activities involved the use of pictures in enhancing Learners' understanding on arms of government in social studies. In the first week, learners were assisted to know the compositions of the various arm of government and the activities involved are as follows:-
Week One (1)
Day One of the first week
In the first lesson under this week, before the day for the lesson on arms of government, learners were told to read ahead from their flamingo social studies textbook. The researcher gave learners the indicator of that particular topic to serve as a guide when reading their textbook. The indicator was; By the end of the lesson, learner’s should be able to state the compositions of the various arms of government.
In that day's lesson, learners were taking through the compositions of the arms of government using their text book.
Day Two of the first week
In the second lesson, the researcher introduced the use of pictures in the lesson.
Pictures of members of the executive arm of government (the president, vice president and some sections of ministers) were shown to the learners and the researcher further used the displayed pictures to describe the composition of the executive arm of government to the learners. Learners were told that those personalities on the picture constitute the executive organ.
Again the researcher displayed pictures of some members of the legislative arm of government (the speaker, Mp for Assin Central and the parliament house) to learners and the researcher later based on the displayed pictures to describe the composition of the legislative arm of government to the students.
Finally, the researcher showed pictures of some members of the judiciary arm of government (the current Chief Justice, the former Chief Justice, and judges at a sitting) to learners and he later used the pictures to describe the composition of the judiciary arm of government to the learners. The period for the day's intervention lasted for 50 minutes
Below is the intervention used for the study.
Editor’s note: Image got removed due to copyright reasons.
Figure 1 Shows the pictures of arms of government.
Week Two (2)
Day One of the second week
During the first day’s lesson under this week, the researcher guided learners to revise the previous engagement they had about the compositions of the various arms o government and their structures. Each learner was call to respond to the questions posed to them by the researcher. This activity lasted for 40minutes. The responses from the learners were very encouraging.
Day Two of the second week
During the last day of the second week of the intervention stage, the research again used the pictures to help learners understand the functions of the various arms of government. The researcher called two boys to come and help him hold the pictures. The pictures contained the functions of the various arms of government. Learners were taken through them step by step by paying attention to the information on the pictures. The researcher used the intervention throughout this period. After taken students throughout these activities, a lot of exercises were given to them in groups and individuals to respond to . Almost all of them were able to solve all given questions correctly. This gave the indication that their conceptual understanding on arms of government might have enhanced.
The picture below attest to the intervention period .
Editor’s note: Image got removed due to copyright reasons.
Figure 2 Shows facilitator using pictures to teach arms of government
Post Intervention
The last week for macro – teaching was used to administer a 40 minutes post – test to find out the effectiveness of pictures in enhancing learners' understanding on arms of government in social studies (Refer to appendix C). After the 40 minutes, the papers were collected, marked and scored. It was observed that students' performance in the test was very positive and encouraging hence their understanding on arms of government in social studies has been enhanced.
Data Analysis Method
The study used both quantitative and qualitative methods of data analysis. Data from observation and interview guide were analyzed qualitatively whiles data from the tests (pre-test & post-test) were analyzed quantitatively using descriptive statistics such as tables frequencies, mean and percentages together with charts.
Microsoft Excel program was used to present data into Tables and bar chart. The analyses of the results have been done in the next chapter.
CHAPTER FOUR
Results and Discussion
This Chapter provides the analysis of results and the discussion of the findings of the results obtained in the study.
Analysis of the Results
The data analysis of the results were done based on the data obtained from observation of lesson, interview guide and tests (pre-test &Post-test). Observation, interview and tests were the three instruments used to collect data from 72 JHS 2 learners and one social studies teacher. Data collected with these three instruments were analyzed as follows:-
1. Data obtained from the researcher's observation and interview guide were analyzed using frequency and percentage and were used to answer research questions 1, 2 and 3 of the study.
2. Data obtained from the tests were analyzed using frequency, mean and percentages and were used to answer only research question 3 of this study. With regards to the test, the total score for each test was 10 marks hence the pass mark for each learner in each test was taken as 5 marks and above whereas below 5 marks (i.e. from 0 to 4) were considered as failed mark.
Presentation of Results by Research Questions
Research Question 1: What are the factors that affect learners' understanding on arms of government in social studies?
In order to research question 1, observation made on researchers mentor's lesson , learners’ pre-test and teacher's interview answers to question ( 1) on factors affecting learners' understanding on arms of government in social studies in observation guide, pre-test question sample and interview guide in Appendix A ,B and D respectively were analyzed descriptively and are presented in Tables below:-
Table 1꞉ Observation of Lesson Presentation by Mentor.
Abbildung in dieser Leseprobe nicht enthalten
Source: (Researcher’s Field Observation Guide, 2021)
Data in Table 1 shows that no usage of TLMs; no usage of different approaches to deliver the lesson; shallow textbook content and no motivation for teachers are the factors affecting learners' understanding on arms of government in social studies. This means that there are several factors that affect learners' understanding on arms of government.
Table 2: Interview result from my mentor on factors affecting learners’ understanding on Arms of Government in Social Studies
Abbildung in dieser Leseprobe nicht enthalten
Source: (Researcher’s Interview Guide, 2021)
Data in Table 2 above indicates that lack of motivation for teachers, limited shallow textbook content, inadequate teaching and learning materials and inappropriate teaching method are the factors affecting learners understanding on arms of government in social studies. This means that there are several factors that affect learners' understanding on arms of government.
Table 3: Leaners’ Pre-Test Results
Abbildung in dieser Leseprobe nicht enthalten
Source: (Learners’ Pre-Test Scores, 2021)
Data in Table 3 shows that only 11 JHS 2 learners representing 15.2% passed the pre-test by having scores from 5-7 whereas as many as 61 learners representing 84.7% failed the same pre-test by having scores below 5 marks (i.e. 0-4 marks).
Research Question 2: Interview results from my mentor on the different approaches that can be used to enhance learners’ understanding on arms of government in social studies?
In responding to research question 2, the teacher's responses to question (2) on different approaches that can be used to enhance learners' understanding on arms of government in social studies in the teacher's interview guide in Appendix D were analyzed descriptively and are presented in Table 4 below:-
Table 4: Different Approaches that can be used to enhance the Understanding of Learners on Arms of Government in Social Studies
Abbildung in dieser Leseprobe nicht enthalten
Source: (Researcher’s Interview Guide, 2021)
Responses in Table 4 show that using activity-based approach; adopting community resource approach; using role-play approach , using field trip approach and using pictures are some of the different approaches that social studies teachers can use to enhance learners' understanding on arms of government.
Data in Table 4 shows that there are different approaches that can be used to enhance learners' understanding on arms of government in social studies.
Research Question 3: What are the effects of using pictures in teaching arms of government in social studies?
In order to answer research question 3, observation of learners ,post-test results and results from learners’ interview (in Appendix B, C & D respectively) were analyzed descriptively using frequency, mean and percentage, compared and are presented in Tables below:-
Table 5: Observation of learners on the effects of using pictures in teaching arms of government.
Abbildung in dieser Leseprobe nicht enthalten
Source :( Researcher’s Field observation Guide, 2021)
Data in Table 5indicates that active participation of learners in lesson, arousing of learners’ interest in the lesson, understanding of questions very well and improving well in classroom activities are the effects of using pictures in teaching arms of government in social studies.
Table 6: learners’ Post-Test Results
Abbildung in dieser Leseprobe nicht enthalten
Source: (Learners’ Post-Test Results, 2021)
Data in Table 6 shows that 66 learners representing 91.6% passed the post-test by having scores from 5 - 10 marks whereas six (6) learners representing 8.3% failed the post-test by having scores below 5 marks ( i.e. 0-4 marks). The same post-test produced a mean of 10.47
Table 7: Interview results from learners on the effects of using pictures in teaching Arms of Government in social studies.
Abbildung in dieser Leseprobe nicht enthalten
Source: (Researcher’s Interview Guide, 2021)
Data in Table 7 above shows that active participation in the lesson, developing the interest of learners in the lesson, understanding of the topic and improving learners’ performance are the effects of using pictures in teaching arms of government.
Table 8: Comparing Learners’ Pre-Test and Post-Test Scores
Abbildung in dieser Leseprobe nicht enthalten
Source: (Students’ Pre-Test & Post-Test Scores, 2021)
Data in Table 8 shows that only 11 JHS 2 learners representing 15.2% passed the pre-test by having scores from 5-7 whereas as many as 61 learners representing 84.7% failed the same pre-test by having scores below 5 marks (i.e. 0-4 marks). Again, the same pre-test produced a mean of 2.4 On the other hand, as many as 66 learners representing 91.6% passed the post-test by having scores from 5 - 10 marks whereas six (6) learners representing 8.3% failed the post-test by having scores below 5 marks ( i.e. 0-4 marks). The same post-test produced a mean of 7.5. The 72 learners' pre-test and post-test scores in Table 8 have been compared and are presented pictorially in a bar graph as shown in Figure 3 below.
Abbildung in dieser Leseprobe nicht enthalten
The analysis from Figure 3 above shows that learners' performed better in the Post-test than in the pre-test. This can be seen in the mean from the various tests. This implied that learners' have understood arms of government very well than before. This improved understanding of JHS 2 learners might be attributed to the pictures used in teaching the concept to them for two weeks.
Discussion of the Results
Causes of Learners’ misunderstanding on arms of government.
The study sought to find out the causes of learners’ misunderstanding on arms of government in social studies. The results from the observation of mentor’s lesson presentation, interview results from the mentor, learners’ pre-test results and literature reviewed indicate that lack of motivation for teachers, limited shallow textbook content, inadequate teaching and learning materials and inappropriate teaching method to be the causes of learners’ misunderstanding on arms of government. This finding is in agreement with the results of (Tamakloe, 2008; Mensah & Frimpong, 2020; Mensah, 2020; Glickman et al 2014) that there are several factors affecting learners' understanding on arms of government in social studies.
Different approaches that can be used to enhance learners’ understanding on arms of government.
The interview results from the mentor and literature reviewed state some different strategies or approaches that can help enhance learners’ understanding on arms of government.
The results and findings revealed that using activity-based approach of teaching; adopting community resource approach of teaching; using role-play approach, using field trip approach of teaching and using pictures were some of the different approaches that can be used to enhance learners’ understanding on arms of government. This study is consistent with the results of (McGrath & MacEwan, 2011;Adu Yeboah,2010;Westrup& Planander, 2013; Ngusaa,2014) that there are different approaches that can be used to enhance learners' understanding on arms of government in social studies.
Effects of pictures in teaching arms of government in social studies.
From the interview results from the learners, observation made on learners and learners’ post-test results, several effects of using pictures in teaching arms of government were revealed. The results showed using pictures to teach arms of government allows learners to participate actively in the lesson, it arouses learners’ interest in the lesson, it helps learners to understand the topic very well and also it helps to improve learners’ performances. This can be seen in learners’ post-test results and also the mean provided by the post-test results. This finding is in support with what (Sharma, 2017; Bopche, 2015; Soffar, 2016; Amekor et Al., 2015) that there several advantages associated with using pictures to teach arms of government in social studies.
It was observed that students' understanding on arms of government has improved than before .This can be seen from the Post-test results. This means that learners' understood arms of government very well after they have been exposed to pictures intervention strategy than before the implementation of the intervention strategy. This improved understanding implies that the pictures intervention strategy used in teaching this concept to students was very effective. This finding is in consonance with the result (Sharma, 2017) that learners' who were taught arms of government understood it better than those taught with the traditional method.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter covers the summary of the study, conclusions, recommendations and suggestions for further studies.
Summary of the Study
Overview of the Study
The study sought to enhance the understanding of JHS 2 learners of Foso Railway station B on arms of government in social studies using pictures as intervention strategy. Specifically, the study intends:
1. Identify the factors that affect learners' understanding on arms of government in social studies.
2. To find different approaches that can be used to enhance learners' understanding on arms of government in social studies.
3. Evaluate the effects of using pictures in teaching arms of government in social studies.
A classroom based action research was the design used for the study. The total sample size of 72 JHS 2 students made of 42 females and 30 males were used for the study. In addition, one (1) social studies teacher was also selected and used to augment the data obtained from the 72 JHS 2 students. A purposive sample technique of the non - probability procedure was used to select the students and the teacher. Observation, test, and interview were the three (3) instruments used for the study. Data were analysed using table, mean, percentage and frequency data. Microsoft program was used to present the data pictorially into tables and bar charts.
Key Findings
The key findings to the study are:
1. Lack of motivation for teachers, limited shallow textbook content, inadequate TLMs and inappropriate teaching methodology were the causes of learners’ misunderstanding on social studies topics or concepts like arms of government.
2. Using activity-based approach of teaching, adopting community resource approach of teaching, using role-play approach of teaching, using field trip approach of teaching and using pictures were some different approaches that can be used to teach arms of government in order to enhance learners' understanding on such concept.
3. Learners' understanding on arms of government had improved after they had been exposed to pictures.
4. Pictures keep learners involved and interested in the materials presented by the teacher, it helps enhances the understanding of learners on the topic being discussed and also helps to improve upon the performance of learners are the effects of using pictures in teaching arms of government in social studies.
Conclusions
Based on the key findings, the following three (3) conclusions were made:
1. It can be concluded that lack of motivation for teachers, limited shallow textbook content, inadequate TLMs and inappropriate teaching methodology were the causes of learners’ misunderstanding on social studies topics or concepts like arms of government.
2. It can also be concluded that using activity-based approach, adopting community resource approach, role-play approach, using field trip approach and picturs can be used to enhance learners' understanding on arms of government in social studies.
3. Lastly, it can be concluded that learners' understanding on arms of government had improved better after they have been exposed to pictures strategy.
4. Pictures keep learners involved and interested in the materials presented by the teacher, it helps to enhance the understanding of learners and also helps improve upon learners’ performance are the advantages of using pictures in teaching arms of government in social studies.
Recommendations
From the key findings and conclusions drawn, the following recommendations are made by the researcher:
1. Students' understanding of social studies topics or concept can be enhanced by motivating social studies teachers, using appropriate textbook in teaching social studies, adequate provision of teaching and learning materials and using appropriate teaching methods.
2. JHS social studies teachers should use activity-based approach, community resource, role-play and field trip so as to teach arms of government differently in order to improve their conceptual understanding.
3. Teachers of social studies should employ pictures in their teaching and learning processes.
4. There is the need for tripartite collaboration among the Ministry of Education, Ghana Education Service and Non - Governmental Organizations to provide the needed teaching and learning materials for the teaching and learning of social studies.
Suggestions for Further Studies
The following suggestions have been made. It is suggested that:
1. The study should be replicated for JHS 2 students in the other regions of Ghana using larger sample so that generalisation could be made about the effectiveness of intervention used for this study in enhancing learners' understanding on arms of government.
2. A similar study should be conducted in JHS in other part of Ghana using large number of JHS 2 students, teachers, head teacher and other stakeholders in education as sample size.
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APPENDICES
APPENDIX A
FOSO COLLEGE OF EDUCATION
DEPARTMENT OF ARTS AND SOCIAL SCIENCES
Observation Guide
1. Observing how TLMs are used in the lesson.
2. Observing the variety of teaching approaches used in the lesson.
3. Observing the nature and content of the social studies textbook used during the lesson.
4. Observing how facts and concept are explained to the learners during the instructional period.
APPENDIX B
FOSO COLLEGE OF EDUCATION
DEPARTMENT OF ARTS AND SOCIAL SCIENCES
Observation Guide
1. Observing learners’ participation in the lesson.
2. Observing learners’ interest in the lesson.
3. Observing learners’ responses to questions posed to them by the facilitator lesson.
4. Observing learners’ improvement in the lesson.
APPENDIX C
FOSO COLLEGE OF EDUCATION
DEPARTMENT OF ARTS AND SOCIAL SCIENCES
Students' Pre-Test on Arms of Government in Social Studies
Purpose: This exercise is being conducted for research purpose only. Because of this, marks obtained on the test will be treated confidentially. Thank you.
STUDENT'S BIODATA
School: Foso Railway Station ‘B’ School Class: JHS 2 Time: 30 minutes
Sex: Date: ...
Instructions: Answer all questions on this paper by circling the correct answers for 10 marks.
1. refers to an organised bodies of persons or institutions responsible for running the affairs of the state.
A. society B. government C. school D. local council
2. In Ghana, the legislature is called
A. speaker B. parliament C. supreme court D. palace
3. The power to pardon sentenced criminals and to set them free is the sole responsibility of...
A. judiciary B. legislature C. justice D. executive
4. The central government supports the District Assemblies through.
A. market bills B. basic rates C. the common fund D. property rates
5. Who is the current speaker of parliament in Ghana?
A. Hon. Emmanuel Charles Quist B. Hon. Joyce Bamford Addo
C. Prof. Aaron Mike Oquaye D. Hon. Alban Sumana Bagbin
6. The main representative of the Central Government in the district is the .
A. Member of Parliament B. omanhene C. assembly member D. district
7. A local government is a sub-governmental unit established by the Central Government through.
A. two-third majority B. act of parliament C. general election D. bye-election
8. All the following are the functions of the judiciary organ except...
A. arrest criminals B. custodian of the Constitution C. precedent
D. settlement of cases
9. Who is the head of the executive Organ of government?
A. ministers B. president C. vice president D. chief of staff
10. Who is the head of the judiciary organ of government?
A. clerks B. lawyers C. attorney general D. chief justice
APPENDIX D
FOSO COLLEGE OF EDUCATION
DEPARTMENT OF ARTS AND SOCIAL SCIENCES
Students' Post-Test on Arms of Government in Social Studies
Purpose: This exercise is being conducted for research purpose only. Because of this, marks obtained on the test will be treated confidentially. Thank you.
STUDENT'S BIODATA
School: Foso Railway Station ‘B’ School Class: JHS 2 Time: 40 minutes
Sex: Date: ...
Instructions: Answer all questions on this paper by circling the correct answers for 10 marks.
1. In Ghana, the legislature is called
A. speaker B. parliament C. supreme court D. palace
2.The central government supports the District Assemblies through.
A. market bills B. basic rates C. the common fund D. property rates
3. All the following are the functions of the judiciary organ except...
A. arrest criminals B. custodian of the Constitution C. precedent
4. A local government is a sub-governmental unit established by the Central Government through.
A. two-third majority B. act of parliament C. general election D. bye-election
5. refers to an organised bodies of persons or institutions responsible for running the affairs of the state.
A. society B. government C. school D. local council
6. Who is the current speaker of parliament in Ghana?
A. Hon. Emmanuel Charles Quist B. Hon. Joyce Bamford Addo
C. Prof. Aaron Mike Oquaye D. Hon. Alban Sumana Bagbins
7. The power to pardon sentenced criminals and to set them free is the sole responsibility of...
A. judiciary B. legislature C. justice D. executive
8. Who is the head of the judiciary organ of government?
A. clerks B. lawyers C. attorney general D. chief justice
9. The main representative of the Central Government in the district is the.
A. Member of Parliament B. Omanhene C. assembly member D. district
10. Who is the head of the executive Organ of government?
A. ministers B. president C. vice president D. chief of staff
APPENDIX E
FOSO COLLEGE OF EDUCATION
DEPARTMENT OF ARTS AND SOCIAL SCIENCE
Teacher's Interview Guide
Dear Students / Teacher, This is a research study which seeks to enhance the understanding of learners on arms of government using pictures. You are kindly requested to write your honest responses to each question item in the spaces provided. Be assured that it is purely for academic purpose and your confidentiality is assured. Thank you for consenting to participate in this study.
1. What are the factors causing learners' misunderstanding on arms of government?
2. What are the different approaches that can be used to teach to enhance learners' understanding on arms of government?
3. What are the importance of using pictures n teaching arms of government in social studies?
Frequently asked questions
What is this document about?
This document is a language preview from a publishing company, including a table of contents, abstract, acknowledgements, dedication, chapter summaries, keywords, and appendices. It focuses on enhancing the understanding of Basic 8 learners on arms of government using pictures.
What is the main aim of the study?
The main aim of the study is to enhance the understanding of Basic 8 learners of Foso Railway Station ‘B’ on arms of government using pictures.
What research design was used?
Action research was the design used for the study.
What are the factors that affect learners' understanding of arms of government in social studies?
The study identifies factors such as competency of teachers, lack of meaning of concept, limited shallow textbook content, inadequate teaching and learning materials and inappropriate teaching method.
What approaches can be used to enhance learners' understanding of arms of government?
The study suggests using activity-based approach, adopting community resource approach, using role-play and field trip.
What are the effects of using pictures in teaching arms of government in social studies?
The study indicates that using pictures allows for active participation of learners, arouses interest, facilitates understanding, and improves performance.
What instruments were used for data collection?
Observation, test (pre-test and post-test), and interviews were used.
Where did the study take place?
The study took place at Foso Railway Station ‘B’ JHS in the Assin Central Municipality in the Central region of Ghana.
Who were the participants in the study?
The participants included 72 JHS 2 students (42 females and 30 males) and one social studies teacher.
What are some recommendations from the study?
The study recommends that educational stakeholders and NGOs should provide the needed TLMs needed in the teaching and learning of social studies and that social studies teachers should employ pictures in their lessons.
- Quote paper
- Emmanuel Amoah (Author), 2022, Enhancing Students' Understanding on Arms of Government using Pictures, Munich, GRIN Verlag, https://www.grin.com/document/1300415
