International Journal of Sociological Research <p><strong>International Journal of Sociological Research</strong> (IJSR) is an open access, peer-reviewed, interdisciplinary research, and open access journal published by GPR Journals. The scope of this journal include, but not limited to Developmental Studies, Functional Nature of Social Units, Fundamental Social Process, Gender Studies, Labour Laws, Life Long Learning, Research Methods, Social Work, Sociological Analysis, Structural Nature of Social Units etc. Additionally, this journal covers interdisciplinary research across social institutions and their centres such as Family, Kinship, Marriage, Political Organization, Religion, Social Stratification etc. This journal is recommended for all topics targeting international audience such as social researchers, activists, social workers, teachers, trainer professors, labour law officers and readers with interest in the field of sociological research. Manuscripts published in this journal are available online and can also be availed as hard copies upon author’ request. Papers can be submitted via email to <a href="" target="_blank" rel="noopener"></a> or <a href="">online submission</a>.</p> Global Peer Reviewed Journals en-US International Journal of Sociological Research 2958-4221 Influence of Graduate Teachers’ Knowledge of the Senior High School Social Studies Curriculum/ Instructional Objectives on Assessment Items <p><strong>Aim:</strong> This study aimed at determining the influence of graduate teachers’ knowledge of the Senior High School Social Studies curriculum/ instructional objectives on assessment items.</p> <p><strong>Methods:</strong> This study employed a qualitative and interpretive methodology, using the case study design. The population for the study included all the 15 graduate Social Studies teachers at the Senior High Schools in the Eastern Region of Ghana. The researchers by the use of the purposive sampling technique, selected ten (10) trained graduate Social Studies teachers out of the fifteen (15) teachers for the one-on-one interview. Qualitative data collection instruments were used in gathering data for the study. The data collection methods involved an interview guide made up of fifteen (15) semi-structured items for ten (10) graduate Social Studies teachers at the Senior High School level.</p> <p><strong>Results:</strong> Findings from the study indicate that teachers’ assessment practices were to a very large extent not influenced by the objectives of the subject. The observational session revealed that not only did the performances in the test items match with performances in the curriculum/instructional objectives; but the choice of assessment techniques was inappropriate as the participants for instance used pencil-and–paper test in evaluating learning objectives dealing with valuing and the development of skills. Interestingly enough, even though all the participants agreed that the overall goal of Social Studies is citizenship education; their assessment practices did not reflect the curriculum/instructional goals of the subject.</p> <p><strong>Conclusion:</strong> From the findings, the participants failed to consider the curriculum/ instructional objectives in their assessment practices. Most of the participants’ choices of assessment techniques were incongruent with their instructional objectives. Even though the participants demonstrated a very good knowledge of the objectives of teaching the subject, they failed to translate theory into practice.</p> <p><strong>Recommendations:</strong> In order to ensure success in improving the educational system, there must be monitoring in the curriculum design, and its implementation. Educational policy could fail if there are lapses at any of the levels, that is, curriculum design, implementation and monitoring. In this study, however, the improvement of attitudes must be seen as the hallmark of social studies programme at the training institutions. This can be done with an increase in supervisory role carried out by the training institutions or universities in the country to see how their products are performing. These could help the programme to achieve its goals and objectives of teaching it.</p> Emmanuel Brew­­ Francis Opare Copyright (c) 2023 International Journal of Sociological Research 2023-06-12 2023-06-12 2 1 15 32 10.58425/ijsr.v2i1.166 The Mental Health Consequences of Prolonged Social Isolation during the COVID-19 Pandemic <p><strong>Aim:</strong> The aim of this study was to examine the mental health consequences of prolonged social isolation during the COVID-19 pandemic.</p> <p><strong>Methods:</strong> The study adopted desktop research approach to review previous literature on the subject matter.</p> <p><strong>Results:</strong> The study found that prolonged social isolation during the COVID-19 pandemic led to increased levels of anxiety, depression, stress, and loneliness among individuals across different age groups. The mental health impact was found to be more severe for individuals with pre-existing mental health conditions, older adults, and people experiencing financial or social stressors. Additionally, the study highlighted the importance of social support and coping strategies in mitigating the negative effects of social isolation on mental health.</p> <p><strong>Conclusion:</strong> Prolonged social isolation during the COVID-19 pandemic had significant mental health consequences for many individuals.</p> <p><strong>Recommendation:</strong> Policymakers and mental health professionals should develop initiatives to promote social support and enhance coping strategies during periods of prolonged social isolation. Efforts should be made to improve access to mental health care services, particularly for vulnerable populations. Further research is needed to better understand the long-term mental health consequences of social isolation and to identify effective interventions for mitigating these effects.</p> Murali S Giri Copyright (c) 2023 International Journal of Sociological Research 2023-06-12 2023-06-12 2 1 1 14