Social Studies Teachers' Knowledge and Criteria for Selecting and Utilising Instructional Materials in Teaching and Learning

ANTHONY BORDOH^*

• University of Education, Winneba, Winneba, Ghana

This study explored the understanding and application of principles for selecting and using instructional materials by Social Studies teachers in Senior High Schools within the Mfantsiman Municipality. The study was grounded in the ASSURE model. Qualitatively, a literal replication multiple case study research design was employed. The study population consisted of Social Studies teachers from three selected schools, and a sample of eight teachers was included. The data were gathered through interviews and analysed thematically. The study revealed that the teachers' awareness of instructional material principles reflects their ability to align these materials with student needs and instructional objectives, indicating a strong foundational knowledge base essential for effective teaching and learning of Social Studies. The teachers' material selection aligns well with curriculum objectives and student needs; however, this process often relies on subjective judgment rather than standardised evaluative tools, which could lead to inconsistencies in instructional quality. Professional Learning Community meetings should strengthen teachers' understanding of selecting and using instructional materials effectively, emphasising their practical application in diverse classroom settings. Social Studies teachers are also recommended to develop guidelines and checklists to standardise the selection of instructional materials, incorporating inclusivity, cultural sensitivity, subject matter, and resource availability as key criteria.