Gender-Based Perspectives on the Relevance of Senior High School Social Studies Objectives to National Development in Ghana

Abstract

This study explored gender-based perspectives on the relevance of the Senior High School (SHS) Social Studies general objectives to national development in the Kumasi Metropolitan Assembly, Ghana. Using a mixed-methods approach grounded in Social Role Theory and Constructivist Learning Theory, data were collected from 245 teachers and 395 students through surveys and interviews. Quantitative findings revealed no statistically significant differences between male and female perceptions of the curriculum's goals, including national consciousness, critical thinking, civic responsibility, and problem-solving. Qualitative data supported these findings, highlighting the curriculum’s role in shaping attitudes, moral values, and civic behaviour. Both genders recognized Social Studies as essential for fostering responsible citizenship and national development, though nuanced gendered experiences influenced engagement. The study underscores the importance of integrating gender-sensitive approaches in curriculum design and pedagogy to promote inclusive and effective citizenship education. It offers empirical insights to inform policy reforms and curriculum improvements that align with equitable national development goals.

Keywords: Relevance, Objectives, Curriculum, Effective Citizenship, National Development

DOI: 10.7176/JEP/16-9-18

Publication date:August 31^st 2025