The integrated approach of teaching social studies and students’ learning in primary teachers’ colleges in Mid-Northern Uganda.
Okada, Opito Patrick
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This study examined the integrated approach of teaching Social Studies (SST) and students’ learning in Primary Teachers’ Colleges in Mid Northern Uganda. Four Primary Teachers’ Colleges of Canon Lawrence, Loro Core, Gulu Core and Christ the King were purposively sampled for the study. With a sample constituting of four principals, eight SST tutors and eighty student teachers, the study found that confusion still exists when defining integrated approach of teaching. Besides, it was also established that the philosophy and rationale of integrated approach was not well conceived by tutors and students, and that this has negatively and significantly influenced the teaching of Social Studies. Besides, tutors and student teachers in the four colleges respectively reiterated on lack of instructional materials and the unclearly defined subject boundaries. The study therefore recommends that the Ministry of Education and Sports should reinforce effective application of integrated approach by stocking Social Studies department in Primary Teachers’ Colleges with various instructional materials to promote meaningful teaching and learning of this dynamic subject. The study further recommends that the Ministry of Education and Sports should establish a mechanism for supporting tutors of Primary Teachers’ Colleges through offering adequate opportunities for further regular workshops, provision of incentives, motivation and relevant reference text books to promote quality teaching and learning of Social Studies in Primary Teachers’ Colleges.