CITIZENSHIP EDUCATION IN COLLEGES OF EDUCATION IN GHANA: AN EXPLORATORY STUDY OF THE PERCEPTIONS OF TEACHER TRAINEES AND TUTORS OF SOCIAL STUDIES
UNIVERSITY OF CAPE COAST
ITIZENSHIP EDUCATION IN COLLEGES OF EDUCATION IN GHANA: AN EXPLORATORY STUDY OF THE PERCEPTIONS OF STUDENT TEACHERS AND TUTORS OF SOCIAL STUDIES
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
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
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
The 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.
I 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.