CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

The main purpose of the study was to investigate ways of improving the participation of Basic 7

learners of Gbi Central R/C Boys School Stream “B” towards Social Studies lesson using

instructional strategies in the Hohoe municipal. A descriptive survey design was adopted for the

study. The simple random sampling technique, specifically the lottery method was employed to

sample 54 JHS 1 students and 5 teachers from the school.

Summary of Key Findings

The following were the key findings that stemmed from the study.

1. The study revealed that speaking in front of the whole class make learners experience

anxiety and discomfort when required to speak publicly in front of the entire class. The

fear of being judged or embarrassed can inhibit learners from actively participating. Lack

of preparation also make learners feel unprepared or lack the necessary knowledge and

skills, they are less likely to volunteer to participate. Inadequate time or resources for

studying and completing assignments can contribute to this lack of preparation.

Additionally, fear of negative teacher traits causes learners to feel reluctant to participate

if they perceive the teacher as overly critical, impatient, or unsupportive. Negative teacher

behaviors, such as belittling or dismissing student responses, can discourage participation.

Some learners are naturally more introverted and shier, making them less inclined to speak

up in front of the class. Personality traits and social anxiety can be significant barriers to

active participation. The practice of randomly calling on learners to answer questions can

create a sense of pressure and discomfort, leading to decreased participation. Learners may
 feel unprepared or fear being put on the spot, which can inhibit their willingness to

participate. The physical layout of the classroom, such as seating arrangements, can also

impact student participation. Seating arrangements that isolate students or create physical

barriers can hinder their ability and willingness to engage. If learners lack confidence in

their own abilities or knowledge, they may be hesitant to participate for fear of providing

incorrect answers or being perceived as incompetent. Negative past experiences or a lack

of encouragement can contribute to low self-confidence and poor participation.

2. The study revealed that teachers made use of some instructional strategies in social studies

class. Storytelling helps engage learners and make the content more memorable and

relatable. Learners are more attentive and interested when the teacher uses storytelling to

convey historical events or concepts. When used effectively, storytelling can spark

learners' curiosity and encourage them to ask thoughtful questions about the content.

Dramatization enhances learners' communication and collaboration skills as they work

together to develop and perform skits or plays. Learner’s report feeling more engaged and

motivated when they get to dramatize content rather than just passively listen to lectures.

Open-ended discussions allow students to share their ideas, question assumptions, and

learn from each other's viewpoints. Dialogue-based activities encourage critical thinking

as learners have to defend their positions and consider counterarguments. Learners feel

their voices are valued when teachers facilitate meaningful discussions. This boosts their

confidence and investment in the subject matter. Visual resources like maps and atlases

help students spatially contextualize historical events and geographic concepts. Hands-on

activities using TLMs develop students' map reading and interpretation skills, which are

crucial for understanding social studies content. Learners have positive attitude towards
 student-centred methods of teaching but have negative attitude towards teacher-centred

methods of teaching. There they request for child-centred class. They further stated that

giving lots of notes by teachers makes the class too boring. To add, teaching learning

materials are very important so far as the studying of Social Studies is concerned.

3. The study further revealed some ways of improving learners’ participation in social

studies class. Providing learners with relevant readings, whether textbooks, primary

sources, or supplementary materials, allows them to engage with the content

independently. Demonstrations, such as using visual aids or modeling skills, help make

abstract concepts more concrete and accessible for learners. When combined, reading and

demonstration activities encourage students to actively process information, ask

questions, and make connections to their own experiences. A well-structured

introduction that outlines the lesson objectives and piques learners' curiosity can set the

stage for active participation. During the teaching stage, using a variety of instructional

methods (e.g., lectures, discussions, group work) keeps learners engaged and prevents

passive learning. Encouraging learners to share their prior knowledge or personal

perspectives at different points in the lesson helps them feel invested in the learning

process. Clearly explaining key concepts and their relevance to learners' lives helps them

understand the importance of the content. Arousing learners' interest through thought-

provoking questions, real-world examples, or multimedia resources stimulates their

curiosity and motivation to learn. When learners are interested in the subject matter, they

are more likely to actively participate in discussions, ask questions, and explore the

content further. Role-playing activities allow students to embody different historical

figures or social roles, fostering empathy and a deeper understanding of diverse

encourages student-led learning, promotes active engagement and ownership of the

learning process. When students are given opportunities to direct their own learning, they

are more invested in the content and willing to participate in class activities.

4. The impacts of the instructional strategies on learners’ participation during social studies

lesson were also revealed. Storytelling activities promote active engagement and

collaboration among learners. This helps develop social skills, empathy, and a deeper

understanding of diverse perspectives. Classroom discussions encourage learners to share

ideas, ask questions, and engage in thoughtful dialogue. This fosters a sense of

community and ownership over the learning process. Hands-on activities (TLMs usage),

simulations, and experiential learning allow students to actively apply social studies

concepts. This helps cement understanding and makes the content more memorable and

relevant. Discussions and Dialogue tasks challenge students to research, analyze, and

creatively demonstrate their knowledge. This develops critical thinking, problem-solving,

and communication skills. The use of maps, timelines, infographics, and other visual aids

helps students understand geographical relationships, chronological sequences, and trends

over time. This supports the development of spatial reasoning and the ability to identify

patterns and connections.

Conclusions

The role of Social Studies in the Junior High School curriculum is well recognized by students and

teachers in Gbi Central R/C Boys JHS as a subject that contribute greatly to provide citizenship

education for learners. In spite of this well-established fact, learners like the subject but do not

attach much seriousness to the study of the subject. This fact is partly attributable to the instructional
methods teachers adopt to teach the subject and learners’ poor participation towards the subject. It

therefore stands to reason that, to improve learners’ participation toward Social Studies lesson,

teachers should employ the needed teaching strategies and methodology to teach, learners should

also develop positive level of participation towards the subject, teaching should be child-centred,

interactive, practicable and avoid giving lots of notes by teachers. There should be reforms in the

curriculum though not to change the subject and enough time should be allocated on the teaching

timetable. More teaching and learning materials should be provided to teachers. Else, performance

of Gbi Central R/C Boys Stream “B” JHS 1 learner in Social Studies will decline in the near future

or the main ambition for the inclusion of Social Studies in the school curriculum will diminish.

Recommendations

In view of the key findings and the conclusions drawn from the study, the following

recommendations are made for policy and practice.

1. There should be programmes to sensitize learners on the roles that Social Studies can play in

their lives. This will inform the learners on the reasons why they should take Social Studies as

a subject serious.

2. There should be national competition on Social Studies in terms of currents affairs, history,

and many others to create awareness on the importance of the subject.

3. Teachers should employ discussion methods, the use of teaching and learning materials, role

play, drama, field trips, excursion in the teaching and learning of Social Studies. Also,

Curriculum Research and Development Division (CRDD) of the Ghana Education Service

(GES) should redesign the Social Studies curriculum to include new aspects that cater for the

interest of the learners and influence the career aspirations of students in the Junior High

School. This will make the contents of Social Studies interesting and place it to respond to the
 news of the current generation of learners. Teachers and the general public should develop

positive attitude and change their negative perception they have towards the subject.

Areas Suggested for Further Studies

From the revelations of the study, the following areas are recommended for further studies.

1. Nationwide study should be done to investigate on the ways to improve the participation of

the Junior High school learners towards the teaching and learning of Social Studies. This

will help increase the sample size so that a broader understanding of the issue can be

obtained.

2. Further study should focus on the relevance of field trip and excursion in teaching and

learning of Social Studies in the Junior High School. This will help to improve on the

participation of learners towards the subject.

3. Further studies should be done on how giving lots of notes by teachers influence the attitude

of learners towards Social Studies.