Table 2 How historical contextualisation is reflected in the history of Ghana textbooks.

Text/Visual/Activity connects historical events and processes to specific circumstances of time and place.

3

4

3

4

2

5

4

4

4

4

4

3

Text/Visual/Activity connects historical events and processes to broader regional, national, or global processes.

2

4

2

5

2

4

3

4

3

4

3

4

Text/Visual/Activity develops an understanding of the past by making meaningful and persuasive historical and cross-disciplinary connections between a given historical issue and other historical contexts.

1

3

2

4

1

5

2

3

3

4

2

3

Text/Visual/Activity develops an understanding of the past by making meaningful and persuasive historical and cross-disciplinary connections between a given historical issue and other periods.

2

3

1

2

2

5

2

4

3

3

2

3

Text/Visual/Activity develops an understanding of the past by making meaningful and persuasive historical and cross-disciplinary connections between a given historical issue and other themes.

1

2

2

4

1

4

2

1

1

5

1

3

Text/Visual/Activity develops an understanding of the past by making meaningful and persuasive historical and cross-disciplinary connections between a given historical issue and other disciplines.

0

1

0

5

0

5

0

0

0

1

0

3

Text/Visual/Activity uses or gives a clue to other sources that will help in corroboration.

1

4

0

3

1

5

1

1

1

1

1

1

Text/Visual/Activity provides relevant data on sourcing.

1

4

2

3

2

5

2

3

2

3

2

3

Text/Visual/Activity encourages learners to read closely.

1

4

2

3

1

5

2

2

2

1

2

3

Text/Visual/Activity uses and/or explains the 5 W 1H principle to establish contextualisation in history.

2

3

2

4

3

5

3

4

2

4

2

3

List of words or phrases that depict contextualisation in history.

2

3

2

4

1

4

2

4

2

5

3

3

Mean of means/average standard deviation