Lower Order Teaching Skills in Social Studies: An Evaluative Study of Secondary Schools of Thatta District

Abstract

This study analyzes the impact of teaching methods employed in secondary schools in District Thatta in Pakistan on teaching social studies in relation to the lower order teaching skills and students’ work outcomes. The study has used an explanatory sequential research design; hence quantitative and qualitative approaches were used to obtain a wide scope of information. The research sample consisted of 291 VIII grade students who were stratified random sampled (10% taluka wise) and all social studies subordinate 53 teaching faculty from 17 secondary schools which were randomly sampled. The students were given a didactic test while the teachers filled a questionnaire divided into three domains: factual, conceptual and application level. The analysis of data has shown a stronger presence of factual and conceptual knowledge that were taught in the current and previously lessons. Findings suggest that the students’ application of knowledge is most deficient. This meant that the students could not apply the learned information to real life and could not apply knowledge in a new situation. This shows that the current teaching methods are too focused on rote learning and neglect critical thinking, application and other higher order skills. This suggests that there is a gap in teaching knowing that children are trained on methods of learning that encourages rote memorization. “Functional knowledge is knowledge that is needed to perform a task at work”. The study underscores the need for instructional strategies that move beyond memorization to foster functional knowledge use and cognitive engagement among students. Implications for curriculum design, teacher training, and educational policy are discussed, with recommendations for enhancing the depth and relevance of social studies education in similar socio-cultural contexts.