Effectiveness of Economics Teachers Instructional Practices in Senior High Schools in the Cape Coast Metropolis

Abstract

Clarke Ebow Yalley, Albert Amartey and Daniel Adom-Fynn

The purpose of the study was to assess the effectiveness of Economics teachers’ in instructional practices in the Senior High Schools in the Cape Coast Metropolis. The variables considered were: planning and preparation, classroom environment management and instructional delivery methods. The researcher used descriptive cross-sectional survey as the design. The researcher employed the multi- staged sampling. Questionnaires and observation checklist were used as instruments to collect quantitative and qualitative data from respondents. The instrument after a pilot testing in four senior high schools in the KEEA District of the Central Region yielded a reliability coefficient of 0.89. The data were analyzed using mean and standard deviation. It was revealed that Economics teachers planning and preparation, classroom environments management and instructional delivery were effective following that there was no much disparity in the view of teachers. The study recommended that school heads should focus on teacher professional development for Economics teachers to improve their instructional practices and increase the level of professional recognition by stakeholders.

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