Abstract

The study aimed to find out the use of discussion methods in Social Studies classrooms in Secondary Schools. This study was informed by the pedagogical reforms that took place in 1987. The shift from teacher-centred to learner-centred methods motivates teachers that they should change their practices. The learner centred pedagogy is believed to influence learning because learners generate their own knowledge by questioning, discussing, analysing and synthesising content which is in tandem with the rationale “Social studies as citizenship education seeks to provide students with the skills which will enable them participate actively as citizens of a democracy”. The study involved four social studies teachers from four schools. It used the qualitative approach within the interpretive paradigm. The study used classroom observation and interviews methods to generate data. The data was analysed using the interpretive paradigm. Not all the four Social studies teachers used discussion methods. There were reasons which led to this. There was lack of encouragement from the supervisors to help teachers know the importance of using discussion methods in teaching Social studies. The Social studies teachers needed to be informed that citizenship education is influential in blending learners into democracy from grassroots level. The study concluded that large classes and inadequate teaching and learning resources contributed to partial use of discussion methods to teach Social Studies. The implication was that Social Studies teachers used discussion methods to suit their own purposes.

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School	: School of Education
Issued Date	: 2018

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