PROBLEMS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF HISTORY IN SECONDARY SCHOOLS

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PROBLEMS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF HISTORY IN SECONDARY SCHOOLS

Abstract

The effective teaching and learning of history in secondary schools face numerous challenges that hinder the attainment of educational objectives. This study aims to identify and analyze the problems militating against the effective teaching and learning of history in secondary schools. Through a comprehensive literature review and empirical research methods, this research explores issues such as outdated curriculum content, insufficient teaching resources, teacher inadequacies, and the lack of student interest in history. The study also investigates the impact of technological advancements on history education and the role of socio-economic factors in influencing history education outcomes. Findings from this research provide valuable insights for educators, policymakers, and curriculum developers to address these challenges and enhance the quality of history education in secondary schools. The ultimate goal is to foster a conducive learning environment that encourages critical thinking, historical understanding, and the development of well-informed citizens.

TABLE OF CONTENT

CHAPTER ONE: INTRODUCTION

1.1 Background of the study

1.2 Problem statement

1.3 Purpose of the study

1.4 Significance of the study

1.5 Study hypotheses

1.6 Scope and Limitations of the Study

1.7 Definition of Basic terminologies

1.8 Organization of Study

CHAPTER TWO:

REVIEW OF RELATED AND RELEVANT LITERATURE

2.1 Introduction

2.2 Conceptual Review

2.3 Theoretical Framework

2.4 Empirical Studies

CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Introduction

3.1 Research Design

3.2 Sources of data collection

3.3 Determination of Population

3.4 Determination of sample size

3.5 Instrumentation

3.6 Instrument Validation

3.7 Adopted Method of Analysis

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1 Introduction

4.2 Data Presentation

4.3 Data analysis

4.4 Data Interpretation

CHAPTER FIVE: CONCLUSION, SUMMARY, RECOMMENDATION

5.1 Introduction

5.2 Conclusion and Findings

5.3 Summary of the Study

5.4 Recommendation

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

History is one of the core art courses in Nigerian Schools. Current approaches in teaching and learning History include historical thinking (Wineburg, 2001) and historical inquiry (Barton & Levstik, 2004). Historical inquiry refers to a practice of “asking questions, gathering and evaluating relevant evidence, and reaching conclusions based on that evidence” (Barton & Levstik, 2004, p.188). Historical thinking refers to the process of constructing historical knowledge through critical examination of historical sources (Wineburg, 2001). It involves processes such as corroboration (comparing historical documents), sourcing (analyzing the source of document) and contextualization (situating the documents in the context of the historical problem (Wineburg, 1991, p.77). Both approaches emphasize the role of the learner in constructing historical knowledge. Hence, these approaches are in line with constructivist perspectives of learning and teaching. However, these approaches are more suited to university students than students of lower levels such as secondary schools (Martin, 2005).

Several studies worldwide have reported that teaching and learning History in schools is dominated by the transmission model of teaching despite emphasis on learner-centred pedagogy as advocated by recent education reforms (e.g. McCrum, 2013; Martell, 2011, Virta, 2001). Barton and Levstik (2004) contend that the current understanding of teaching and learning history in schools is dominated by research studies conducted and published in North America and Europe. Hence there is dearth of comprehensive understanding of history education in other parts of the world particularly in Africa.

Mosha, (2014) said that, students’ performance was affected by shortage of History teachers and absence of teaching and learning materials. However, her findings showed that, the presence of untrained, under-qualified and trained teachers who are incompetent resulted to skip teaching some difficult topics in the syllabus and students’ infrequent study of History at school and home, large class size, teachers’ responsibilities, poor conducive teaching and learning environment in the classrooms, limited home support environment and poverty are among the factors that affecting students’ academic performance in History

Graetz (1995) conducted a study on study on socio- economic status of the parents of students and concluded that the socio economic background has a great impact on student’s academic performance. Pedrosa et. al (2006) in their study on social and educational background pointed out those students who mostly come from deprived socio-economic and educational background performed relatively better than others coming from higher social-economic and educational area.

Today, formal education in Nigeria has been taking place through the use of history as a medium of instruction, despite the importance of history; there are many factors that affect the commitment of students to study history over the years, particularly northern Nigeria. As result, many researches have been done by researchers on those factors which affect the commitment of students to study History in Schools. It is very important to emphasize here that the use of teaching materials/aid and use of instructional techniques/methods as well as the teaching and learning environment affects a student’s commitment. Those factors have greatly affected teaching and learning history as well as commitment by students to study the course. Therefore, this study is carried out to examine the factors militating against students’ commitment to the study of history in Nigerian Schools.

1.2 Statement of the problem

History is a common practice in both Art and Sciences Education in Schools in Nigeria. Sometimes, students find it difficult to commit to studies due to one reason or the other. This situation raised concern to the researcher. Particular interest was in mature-age students in History because these students are believed to enroll into university education with clear purposes (Spence, 1983). Among the purposes are the need to raise their status and self-actualisation. It was therefore, necessary to conduct a study of this nature to determine factors militating against students’ commitment to the study of history.

1.3 Purpose of the study

History keeps moving with some important factors such as the use of instructional techniques/methods, use of instructional materials/aid and the teaching and learning environment as well. Therefore, the main purpose for carrying out this study is to assess the factors that militate against students’ commitment to the study of History.

1.4 Significance of the study

The most significant of this research work is to identify school factors affecting commitment of students to study History in Schools.

However, the Research is also constituted valuable elements that when take into consideration will help to raise the students’ performance in History as well as other related courses. Moreover, this research is designed in order to highlight factors that increase the quality of education for the benefit of curriculum designers, so that sound and good result in History and other related subjects will be achieved. The feedback may guide the Ministry to improve its resources allocation in secondary schools aiming at improving the quality of education in schools. The study may provide feedback on the status of guidance and counseling as a component needed to support students’ growth through effective use of time, decision making and hence good performance among school students.

1.5 Research Hypothesis

The following null hypothesis have been formulated to guide the study:

Ho1: There is no significant relationship between study the use of instructional techniques/methods and students commitment in History.

Ho2: The use of instructional materials/aid does not affect teaching and learning History.

Ho3: There is no significant relationship between teaching and learning environment and students commitment in History.

1.6 Scope and delimitations

This research has its focus on the Secondary school . The study is aimed at finding out the school factors affecting students’ commitment in History. The study was limited to this area due to the unavailability of funds to carry out the research in the whole Schools in Nigeria.

1.7 Definition of terms

Performance: The act of performing; carrying into execution or action. That which is performed or accomplished.

Commitment: a willingness to give your time and energy to something that you believe in, or a promise or firm decision to do something

Teach: The professional of teaching.

Teaching: Show how to do something.

Learning: An Act which something is learned.

School: An educational institution. A group of artist, philosophers etc. Sharing similar ideas.

Unity: A state of being united.

Communication: Means of sending information.

Factor: Circumstance contributing to a result.

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