Assessing the Pedagogical Approaches of Social Studies Tutors Instructional Delivery in the Colleges of Education in the Eastern and Greater Accra Regions of Ghana

Lawrence Odumah, Pearl Adiza Babah, Ronald Osei Mensah, Clarke Ebow Yalley, Michael Sakyi-Darko


The purpose of the study is to assess the pedagogical approaches of Social Studies Tutors instruction delivery in the Colleges of Education in the Eastern and Greater Accra regions of Ghana. The research design used for the study was a blend of quantitative and qualitative methods in a descriptive survey manner. The stratified sampling technique was used in this study. In all, a sample size of four hundred and eighty (480) Social Studies teacher trainees were chosen for the study. The data collection tools used were semi-structured interview guide and questionnaire. The study revealed that most of the tutors used appropriate pedagogical approaches to the effective teaching and learning of Social Studies. Again, the study revealed that majority of respondents agreed that the pedagogical content knowledge of Social Studies teachers and teachers’ teaching-learning strategies significantly enhanced the instructional process in the classroom. It is recommended that teacher training institutions, teacher education division, and universities in Ghana should give appropriate training to teachers in their subject areas to improve upon their pedagogical skills and knowledge.

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Journal of Studies in Education ISSN 2162-6952


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