Influence of Social Studies on the Development of Civic Attitudes Among Pupils of Selected Basic Schools in Abuakwa South Municipality, Ghana

Social Studies has long been positioned as a cornerstone of civic education, equipping pupils with the knowledge, skills, and dispositions needed for responsible citizenship. At the basic school level in Ghana, the subject is particularly crucial for shaping civic responsibility, respect for diversity, and cooperation among young learners. Yet, evidence on how instructional exposure and pedagogy translate into positive attitudinal outcomes remains limited, especially at the primary and junior high school levels. This study employed a cross-sectional quantitative survey to examine the influence of Social Studies instruction on the development of civic attitudes among pupils in selected basic schools in the Abuakwa South Municipality of Ghana. A total of N = 380 pupils from upper primary (P5–P6) and junior high school (JHS1–JHS3) were selected using a multistage sampling technique. Measures included a civic attitudes Index comprising five subscales: civic responsibility, tolerance and respect for diversity, environmental stewardship, rule adherence and cooperation, and general prosocial behavior. Independent variables captured Social Studies exposure (weekly lesson frequency), pedagogy (use of participatory versus didactic strategies), and assessment type. Control variables included gender, age/grade, school type (public/private), and parental education. Data analysis involved reliability checks (Cronbach’s α), descriptive statistics, Pearson correlations, group difference tests (t-test and ANOVA), and hierarchical regression models. Key results: Findings revealed that All scales achieved α ≥ 0.70, indicating acceptable to excellent internal consistency. Participatory pedagogical strategies particularly group discussions, role-play, and community projects were positively associated with all attitude subscales (r = 0.29–0.56, p < .01). Regression analyses indicated that after controlling for demographics, participatory pedagogy (β = 0.38, p < .001) and pupil engagement (β = 0.29, p < .001) were the strongest predictors of civic attitudes, whereas lesson frequency alone was a weaker predictor. Notable group differences emerged: girls scored higher in rule adherence, and pupils from private schools scored higher in civic responsibility. Implications: Findings suggest that Social Studies instruction can significantly enhance civic attitudes when delivered through interactive methods. Teachers should embed debates, role-plays, and projects into lessons, whereas curriculum planners and the Ghana Education Service should reinforce participatory civic learning in national frameworks.