Open AccessEvaluation of Social Studies Classroom Learning Climate in Colleges of Education from Trainee Teachers’ Point of View
Author(s) -
Justice Kwame Sibiri,
Mariama Appiah,
Samuel Abanga Akudugu
Publication year - 2020
Publication title -
social education research
Language(s) - English
Resource type - Journals
eISSN - 2717-5731
pISSN - 2717-5723
DOI - 10.37256/ser.122020407
Subject(s) - likert scale , classroom climate , psychology , point (geometry) , mathematics education , descriptive statistics , scale (ratio) , social studies , pedagogy , statistics , developmental psychology , geography , mathematics , geometry , cartography
This paper reports on a study that sought to investigate the kind of learning climate that exists in Social Studiesclassrooms in Colleges of Education from trainee teachers’ point of view. Questionnaires were administered and responded to by 231 trainee teachers from 3 selected Colleges of Education using a convenience sampling technique. The quantitative data generated from closed-ended five (5) point Likert type scale items in the questionnaire were analyzed using descriptive statistics. Precisely, means and standard deviations. The study found that Social Studies Tutors do not create an effective classroom climate for learning, where trainee teachers are active participants as individuals. Considering the responses from trainee teachers on all the 13 items, the mean response was less than 3. This means that a large majority of the respondents view their Social Studies classroom climate as unfavorable since the greater majority of the responses range from Rare to Never indicating there is a serious problem regarding the kind of environment that exists in our Social Studies classrooms. Based on the findings, it is important for Social Studies Tutors to create an enabling learning environment in their classrooms for trainee teachers.