Kankam boadu
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CITIZENSHIP EDUCATION IN COLLEGES OF EDUCATION IN GHANA: AN EXPLORATORY STUDY OF THE PERCEPTIONS OF TEACHER TRAINEES AND TUTORS OF SOCIAL STUDIES KANKAM BOADU 2012
UNIVERSITY OF CAPE COAST C ITIZENSHIP EDUCATION IN COLLEGES OF EDUCATION IN GHANA: AN EXPLORATORY STUDY OF THE PERCEPTIONS OF STUDENT TEACHERS AND TUTORS OF SOCIAL STUDIES BY KANKAM BOADU THESIS SUBMITTED TO THE INSTITUTE FOR DEVELOPMENT STUDIES, FACULTY OF SOCIAL SCIENCES, UNIVERSITY OF CAPE COAST, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR AWARD OF DOCTOR OF PHILOSOPHY DEGREE IN DEVELOPMENT STUDIES JUNE 2012 DECLARATION
I hereby declare that this thesis is the result of my original work and that no part of it has been presented for another degree in this university or elsewhere. Candidate’s Signature………………. Date………….………... Name: Kankam Boadu Supervisors’ Declaration We hereby declare that the preparation of the thesis was supervised with the guidelines on supervision of thesis laid down by the University of Cape Coast. Principal Supervisor’s Signature …………… Date…..……………..… Name: Prof. S. B. Kendie Co-Supervisor’s Signature………………..…. Date…………………… Name: Prof. J. V. Mensah ABSTRACTThe purpose of this study was to explore the perception of social studies teacher trainees and their tutors in the colleges of education in Ghana with regards to the meaning and teaching methods that are most appropriate to teach citizenship education. The research drew upon social capital, ecological, and cognitive psychological theories to generate the conceptual framework for analysing the quantitative and qualitative data. The perceptions of tutors and teacher trainees of social studies in their final year from eight colleges of education were surveyed, and small samples of the respondents were interviewed to further understand both groups’ perceptions of citizenship education. The major findings were: (i) Tutors and teacher trainees generally agreed on the components of citizenship education, chi-square test test showed that there was a difference in perceptions between tutors and teacher trainees (ii) Both tutors and trainees generally agreed on the characteristics of a good citizen. (iii) There was general agreement between the tutors and trainees that various classroom activities are important in the teaching of citizenship education and are being taught effectively. There were some differences between the groups on certain specific teaching methods and the effectiveness of the teaching of those activities. The study has made a significant contribution to the existing literature on citizenship education issues in the contemporary Ghanaian colleges of education. The study concludes with the recommendations to policy makers and stakeholders of education to consider the need to improve the quality of citizenship education materials. ACKNOWLEDGEMENTSI wish to record my profound appreciation and gratitude to my Principal Supervisor, Prof. S. B. Kendie of Institute for Development Studies, University of Cape Coast and Prof. J. V. Mensah, my Co-supervisor, also at the Institute for Development Studies, University of Cape Coast, for their scrutiny of this work, which has given it better focus. I am also thankful to Dr. Dan Dellow of the University of South Florida, United State of America, who mentored my work when I was a Ghanaian Scholar in America. I am deeply indebted to Drs. Nana N. K. T. Ghartey and Dr. Enu-Kwesi for their concern and encouragement during the course of writing the thesis. My sincere thanks are due to Prof. S. N. Oden, Dr. H. O. Owulabi, Dr. Musa Wakhungo Olaka, Ben Osongo, Mr. E. Tawiah-Dadzie, Isaac Atta Kwenin, Peter Partey Anti and all members of staff of the Department of Arts and Social Sciences Education in particular and the entire University for the role they played in making my dream a reality. My heartfelt gratitude goes to my father, mother, brothers and sisters, my wife, my children and all my family members who have been the constant source of inspiration and support to my work.
TABLE OF CONTENTSContent Page DECLARATION 2 ABSTRACT iii ACKNOWLEDGEMENTS iv DEDICATION 5 TABLE OF CONTENTS vi LIST OF TABLES v LIST OF FIGURES CHAPTER ONE INTRODUCTION 1 Background of the study 1 Statement of the problem 22 Objective of the study 25 Research questions 25 Scope 26 Significance of the study 26 Organisation of the study 27 CHAPTER TWO: REVIEW OF RELATED LITERATURE Introduction 30 Theories of citizenship 30 Theories of citizenship education and development 32 Places and developmental context in citizen education 36 Emerging issues in citizenship 36 Core elements of citizenship 39 Citizenship in an African context 42 Citizenship in the Ghanaian context 53 The role of National Commission on Civic Education In Citizenship Education in Ghana 58 Curricular dimensions of citizenship education 60 The need for citizenship education 60 Subject matter of citizenship education 63 Learning experiences in citizenship education 64 Approaches to citizenship education 66 Teaching and learning interactions in citizenship education 70 Evaluation of citizenship education 73 Citizenship education practices in schools and colleges 75 Challenges of citizenship education 79 Conceptual issues 81 Origin of the terms “citizens” and “citizenship” 81 The rights and obligations of citizens 84 The concept of citizenship education 86 Broad and narrow concepts of citizenship education 93 Citizenship education and social studies 95 EMPIRICAL REVIEW OF LITERATURE 97 Teachers’ Perceptions of citizenship education 95 Students’ perceptions of citizenship education 103 Conceptual framework for citizenship education and development 106 Summary of the chapter 113 CHAPTER THREE: CITIZENSHIP EDUCATION AND SOCIAL STUDIES PERSPECTIVES WITHIN THE CONTEXT OF THE EDUCATIONAL SYSTEM IN GHANA 114 History of education in Ghana 114 The structure of educational system in Ghana 116 Pre-school and first cycle education in Ghana 114 Junior High schools (JHS) 117 Senior Secondary schools 118 Teacher education development in Ghana 118 Technical and vocational education 121 The historical development of social studies 123 General background of social studies education 123 Development of social studies in the United States of America 124 Development of social studies in the English-speaking African countries 125 Foundation of social studies in Ghana 127 Goals and purposes of social studies 132 Citizenship education in teacher education 135 Summary of the chapter 137 CHAPTER FOUR: RESEARCH METHODOLGY Overview 139 Research paradigms 139 Positivism 141 Interpretive paradigm 141 Study area 144 Research design 147 Population 152 Sampling procedure 154 Sample size 155 Samples for the research 155 Research Instruments 160 Pre-testing 163 Validity of the instruments 164 Reliability of the instruments 165 Conducting the Interviews 168 Limitations to the Study 169 Data Analysis Technique 170 CHAPTER FIVE: TUTORS’ AND TEACHER-TRAINEES’ PERCEPTIONS OF CITIZENSHIP EDUCATION 173 Introduction 173 Ages of tutors in the colleges of education 173 Tutors and teaching experience 175 Tutors’ perception on citizenship education 179 Teacher trainees’ perceptions of citizenship education 183 Tutors and teacher trainees’ perceptions of citizenship education 192 Tutors’ and teacher trainees’ perceptions on a good Ghanaian citizen 196 CHAPTER SIX: CITIZENSHIP EDUCATION AND ITS PRACTICES IN COLLEGES OF EDUCATION 204 The practice of citizenship education in the colleges of education in Ghana. 204 General approaches of introducing citizenship education 210 Goals of citizenship education 213 CHAPTER SEVEN: STRACTEGIES FOR ACHIEVING CITIZENSHIP EDUCATION 218 Values and skills required for good citizenship 225 Skills developed through citizenship education 236 Challenges of teaching citizenship education 243 CHAPTER EIGHT: REPRESENTATION OF THE INTERVIEW DATA 250 Introduction 250 Interview schedules 251 The analysis of the interviews of the Head of Department and Teacher trainees (class leaders) of social studies 251 Meaning of ‘good citizen’ 252 The concept of citizenship 253 Development of citizenship through school the school curriculum 255 The importance of citizenship education in Ghana 259 Values and skills to be developed in citizenship education 260 Emerging issues 260 CHAPTER NINE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 262 Introduction 262 Summary 262 Teacher trainees’ and tutors' perceptions on citizenship education 265 Teacher trainees' and tutors' perceptions on a good Ghanaian citizen 261 The practice of citizenship education in the colleges of education 262 Methods for teaching citizenship education in the colleges of education 267 Values and skills developed through citizenship education 268 Challenges of teaching citizenship education 268 Conclusions 269 Policy implications recommended 271 Areas for further studies 273 REFERENCES 275 APPENDDICES 312 A: Questionnaire for tutors 317 B: Interview schedule for tutors 332 C: Questionnaire for teacher trainees 334 D: Interview schedule for teacher trainees 349 E: Distribution of population of final year teacher trainees 351 F: Reliability measure on teacher trainees and tutor 353 LIST OF TABLES Table Page 1: Distribution of sampled colleges of education 157 2: Distribution of population and sample selected for teacher trainees 159 3: Ages of tutors in colleges of education 174 4: Tutors teaching experience in colleges 176 5: Tutor’ perception on citizenship education 179 6: Teacher trainees’ perception on citizenship education 184 7: Cross-tabulation of reponses for tutors’ and teacher trainees by perceptions of citizenship education 192 8: Cross-tabulation of reponses for tutors’ and teacher trainees by perceptions on characteristics of a good citizen 198 9: Respondents view on how citizenship education is practised in the colleges of education 205 10: Teacher trainees and tutors views on how citizenship education be approached 210 11: Goals of citizenship education 214 12: Importance and effectiveness of teaching methods 220 13: Important and effective values in citizenship education 230 14: Important and effective skills in citizenship education 238 15: Challenges of teaching citizenship education 245 LIST OF FIGURE Figure Page 1: Citizenship education for national development 109
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