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This study investigates the impact of instructional materials on social studies education in Senior High Schools (SHS) in the Bono East Region of Ghana. It explores the types of instructional materials utilised, their effectiveness in enhancing student engagement, understanding, and academic performance, and their broader influence on learning outcomes such as cognitive skills and critical thinking. The research employed a descriptive cross sectional survey design, surveying 132 social studies teachers across 40 randomly selected schools. Findings indicate a predominant use of traditional instructional materials such as textbooks and blackboards, which are highly valued for their structured approach to curriculum delivery. Despite their widespread use, modern digital tools are significantly underutilised and perceived as less effective, attributed to infrastructural deficiencies and a lack of adequate teacher training. The study emphasises the importance of instructional materials in shaping educational outcomes and highlights the necessity for an educational reform that integrates both traditional and modern resources. Recommendations for policy makers, administrators, and teachers include enhancing infrastructural support, revising educational curricula to incorporate digital tools, and promoting professional development to optimise the use of diverse instructional materials.
Osumanu Sheik Jibililu (Thu,) studied this question.