Enhancing teaching and assessment practices in affective objectives of social studies in teacher training colleges in Ghana

Abstract

The purpose of the study was to find the extent to which social studies tutors in the teacher training colleges (TTC) of Ghana teach in the affective domain and assess the affective objectives of teaching. A sample of thirty-five (35) social studies tutors, purposively selected from twenty-six TTC in all the ten (10) regions of Ghana, was used for the study. A 38 – item questionnaire, observational checklist and an instrument for the analysis of test items in the affective domain were used to collect data. The results of the study indicate that social studies tutors in the TTCs seldom teach in the affective domain because they have little knowledge about the taxonomic levels of internalisation of the affective domain. Similarly, the tutors hardly assess the affective outcomes and ineffectively too because of lack of adequate knowledge of the affective domain and appropriate assessment instruments.

IFE PsychologIA Vol. 14(2) 2006: 100-116