CHAPTER ONE

INTRODUCTION

Overview

Contemporary educational philosophies emphasize student-centered learning approaches.

Experiential learning activities, such as outdoor activities and field trips, have been identified as

effective strategies to promote student-centered learning. However, in Ghana, existing research

has primarily focused on conventional teaching methods and ways to enhance them. This study

aims to address the knowledge gap in utilizing field trips as a teaching method for Social Studies

topics, such as Environmental Degradation, to improve students' understanding. As Social Studies

is a multidisciplinary subject that may require innovative teaching approaches, this study seeks to

explore the potential of field trips to enhance student-learning outcomes.

Background of the Study

Social studies encompasses the study of political, economic, cultural, and environmental

aspects of societies, both past and present. For students of all ages, including those in basic school,

social studies serves multiple purposes. According to Banks (2021), the subject empowers students

with essential knowledge and understanding of historical events, enabling them to navigate the

complexities of the present and plan. By studying social studies, students develop critical skills for

effective problem-solving, decision-making, and assessing complex issues. Moreover, social

studies fosters thoughtful value judgments and encourages responsible citizen participation,

whether at the local, national, or global level. The innate energy, curiosity, and imagination of

young children prompt them to engage with their environment, albeit from a limited and egocentric

perspective. As they navigate their daily lives, they make decisions about relationships, leisure

activities, and personal choices, such as selecting books or managing pocket money. Although the
broader social world influences their lives through media, travel, family, and friendships, young

children often struggle to integrate this new knowledge due to a limited conceptual framework.

Furthermore, they may lack the essential skills to consider alternative perspectives when solving

problems or to foresee long-term consequences when making decisions (Hmelo-Silver, 2020;

Dockett & Perry, 2020).

Environmental Education was incorporated into the National Policy on Education in 1986,

marking a significant milestone in promoting environmental awareness. The revised ten-year

school curriculum introduced Environmental Studies as a compulsory subject at the primary stage.

In 2019, Ghana introduced a new educational reform, which includes the introduction of a new

curriculum for Basic schools. The new curriculum includes a subject called "Our World, Our

People" (OWOP), which replaces Environmental Studies. OWOP aims to equip students with

knowledge and skills to appreciate and care for the environment, as well as understand their role

in the global community. Environmental Studies was taught as a standalone subject,

complementing science and social studies. The study of contemporary environmental issues

encompasses topics such as pollution, biodiversity loss, unsustainable consumption patterns, and

the detrimental effects of consumerism (UNESCO, 2021; IPBES, 2020). Social Studies is a vital

component of the Junior High School curriculum, aiming to equip students with essential

knowledge, skills, and values to become informed, responsible, and active citizens. According to

Aikman (2020), education plays a critical role in promoting equality and social justice in Ghana.

The subject aims to cultivate critical thinking, enhance problem-solving abilities, and develop

effective communication skills, equipping students to navigate the complexities of today's world.

The revised Social Studies curriculum in Junior High Schools emphasizes essential skills,

including critical thinking and problem-solving, effective communication and collaboration,

historical literacy (Anamuah-Mensah, 2020). By studying Social Studies, Junior High School

students develop a deeper understanding of their role in society, fostering a sense of responsibility,

empathy, and social awareness.

Environmental degradation is a pressing concern in Ghana, as it is in many countries

worldwide. The pollution of air, water, noise, and disposal of solid waste poses significant

challenges for civic and enforcement agencies. Human activities such as industrial, agricultural,

mining, and commercial operations contribute to water pollution, exacerbating the issue.

According to a report by the United Nations Environment Programme (UNEP) in 2021,

environmental degradation is defined as the deterioration of the environment through the depletion

of resources, destruction of ecosystems, and extinction of wildlife. The UNEP report highlights

that environmental degradation is one of the major threats to human health and well-being,

requiring immediate attention and action. The report emphasizes the need for sustainable practices,

conservation of natural resources, and effective waste management to mitigate the effects of

environmental degradation. In Ghana, addressing environmental degradation is crucial to ensure a

healthy and sustainable environment for future generations.

The United Nations International Strategy for Disaster Reduction defines environmental

degradation as "The reduction of the capacity of the environment to meet social and ecological

objectives, and needs". Environmental degradation encompasses various forms, including the

destruction of natural habitats and the depletion of natural resources. According to a report by the

World Health Organization (WHO) in 2022, environmental degradation has severe consequences

on human health, particularly in low-income regions. The report highlights that preventable

illnesses and premature deaths continue to occur at alarming rates, with an estimated 11 million
children under the age of five dying annually due to environment-related diseases such as malaria,

acute respiratory infections, and diarrhea. Cholera outbreaks have been a persistent problem in

Ghana, with recent cases emerging in various regions, including the Kitikpa community in the

Hohoe Municipality, Volta Region. A report by the Ghana Health Service (2022) highlights

cholera as a significant public health concern in the country often connected to poor sanitation,

inadequate waste management, and contaminated water sources. The persistence of cholera

outbreaks in Ghana can be attributed to various factors, including reckless and insensitive public

policies in the mining industry operations. The World Health Organization (WHO) in 2022 said,

the extraction of natural resources such as gold and other minerals, can have devastating

environmental and health consequences if not managed properly.

Teaching Social Studies in Ghanaian Junior High Schools has undergone significant

transformations. One effective approach to enhancing student learning outcomes is the adoption

of student-centered techniques, including field trips or out-of-door activities (UNESCO, 2020).

These experiential learning experiences enable students to acquire firsthand knowledge and

observe social processes in action. As noted by the National Council for Social Studies (2020),

"Experiential learning experiences, such as field trips, provide students with opportunities to

develop critical thinking skills, solve problems, and make connections between theoretical

concepts and real-world applications." Through field trips, students gain practical insights into

government operations, social dynamics, economic systems, and cultural heritage. This hands-on

approach to learning aligns with the principles of discovery learning and student-centered

education, which emphasize active engagement and experiential learning (Hmelo-Silver, 2020).

Social Studies has become an essential subject in Ghanaian Junior High Schools, as it equips

students with the skills to address contemporary issues (Adu-Gyamfi, 2020). As one of the core
subjects, it is expected that teachers will acquire the knowledge and skills to effectively teach

Social Studies, including the use of field trips, at the Junior High School level.

However, observations suggest that Social Studies teachers often limit teaching and

learning to classroom settings, neglecting the potential benefits of experiential learning through

field trips (Mensah, 2022). It is in this view that the researcher investigated the utilization of field

trips in improving Basic Eight pupils’ comprehension of environmental degradation at AME Zion

JHS, Hohoe Municipal in the Volta Region of Ghana.

Statement of the Problem

In recent years, environmental maintenance has become a major concern for the

government and the Environmental Protection Agencies (E.P.A.). Teaching social studies in basic

schools is a crucial part of the overall curriculum. These formative years are essential for children

to develop a foundation for the entire social studies program and to begin understanding their role

as active citizens in their world. Social studies offer a sense of history, an understanding of

existence in both the past and present, and a feeling of being part of history.

Kitikpa, a small community within the HohoenMunicipal Assembly, faces poor environmental

conditions, including improper waste management, inadequate drainage systems, and pollution.

The deteriorating environment in Kitikpa Township has adversely affected the health of its

residents. Students report to school with various diseases believed to be linked to environmental

conditions, such as cholera, malaria, tuberculosis, and bilharzia. This situation led the researcher

to improve Basic 8 pupils' comprehension of environmental degradation by incorporating field

trips into their learning experience.

The study aims to enhance Basic 8 pupils' comprehension of environmental degradation at

AME Zion Junior High School through organized educational field trips.

Objectives of the Study

The objectives of the research are:

1. To identify the underlying causes and impacts of environmental degradation.

2. To develop and evaluate effective strategies for preventing and controlling environmental

degradation.

3. To explore how field trips can enhance pupils' comprehension of environmental

degradation.

Research Questions

The following research questions have been stated to serve as a guide and focus for the study.

1. What are the underlying causes and impacts of environmental degradation in the Kitikpa

Community?

2. What strategies can be implemented to prevent or control environmental degradation in the

Kitikpa Community?

3. How can field trips be used to deepen Basic Eight pupils' understanding of environmental

degradation at AME Zion School in the Kitikpa Community?

The significance of this study lies in its potential to enhance students' understanding of

environmental degradation, including its causes, effects, and implications on society. By exploring

this critical issue, the study aims to educate students about the importance of environmental

conservation and the consequences of neglecting it.

Furthermore, this study aims to sensitize the Kitikpa community to the risks associated

with environmental degradation, promoting a culture of sustainability and environmental

stewardship. Ultimately, the research will enrich the existing literature on environmental

education, providing a valuable reference point for scholars and researchers undertaking similar

investigations.

Delimitations of the Study

Environmental degradation poses a significant threat to the country, prompting concerted

efforts from the government to mitigate its effects. Despite these efforts, many individuals

continue to engage in environmentally harmful activities, raising questions about their awareness

of the consequences of their intentional disregard for environmental well-being. While a

nationwide or district-wide study would be beneficial, this research focuses specifically on the

Kitikpa community in the Hohoe Municipal, due to its unique characteristics and intensive

environmental degradation issues. This study investigated the utilization of field trips to improve

the concept of environmental degradation, focusing on the planning, activities, and experiences

during the preparation stage, the field trip itself, and post-field trip activities. The study's scope

was focused on AME Zion Junior High School (JHS) in the Hohoe Municipality of the Volta

Region. Specifically, the study targeted selected teachers and Basic Eight pupils within the

school, providing a narrowed focus for the research.

The researcher encountered several challenges while conducting this study, particularly

given its focus on children. One of the primary limitations was the time constraint. As a teacher,

the researcher had to balance teaching responsibilities, including preparing lesson notes and

materials, with data collection and analysis. Another limitation was the inadequate lesson schedule.

The school's schedule allowed for only 45-minute periods, which restricted the depth of the

intervention. This time constraint made it difficult to fully implement the study's objectives.

In conclusion, student absenteeism also impacted the study's results. Some students were

absent during the intervention, which affected the accuracy and reliability of the findings. Despite

these challenges, the researcher made every effort to ensure the study's objectives were met.

Organization of the Study

This project is organized into five chapters, each with a specific focus. The first chapter

introduces the study, including the background, problem statement, purpose, research questions,

significance, limitations, delimitation, and organization of the study.

The second chapter presents a comprehensive literature review, synthesizing the findings

of previous researchers on the topic. This chapter provides a foundation for understanding the

research context and identifying gaps in existing knowledge.

The third chapter outlines the methodology employed in the study, including the research

design, population, sampling strategy, data collection methods, and intervention procedures.

The fourth chapter focuses on data collection and analysis, presenting the results of the

study clearly and concisely.

The final chapter, Chapter Five, provides a summary of the study's summary, conclusions

based on the results, and offers recommendations for future research.