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TECHNIQUES FOR SUSTAINING STUDENTS INTEREST IN HISTORY IN SECONDARY SCHOOLS
Abstract
This study explores effective techniques for sustaining students’ interest in history in secondary schools. Recognizing the crucial role history education plays in shaping informed and engaged citizens, the research aims to identify strategies that can enhance students’ engagement and enthusiasm for the subject.
Employing a mixed-methods approach, the study collects data through surveys, interviews, and classroom observations from a sample of history teachers and students in secondary schools. The analysis focuses on various pedagogical techniques, including interactive teaching methods, the integration of technology, the use of storytelling, and project-based learning.
The findings reveal that interactive teaching methods, such as group discussions and debates, significantly increase student engagement by making history lessons more relatable and dynamic. The integration of technology, including multimedia presentations and virtual tours, also enhances students’ interest by providing immersive and interactive learning experiences. Additionally, the use of storytelling to humanize historical events and project-based learning that connects history to students’ lives and contemporary issues were found to be highly effective.
The study underscores the importance of teacher creativity and adaptability in implementing these techniques to cater to diverse student needs and learning styles. Recommendations include ongoing professional development for history teachers, investment in educational technology, and curricular reforms that emphasize active and student-centered learning.
This research provides valuable insights for educators, school administrators, and policymakers, highlighting practical strategies to make history education more engaging and relevant for secondary school students. By fostering sustained interest in history, these techniques can contribute to the development of well-rounded individuals who appreciate the past and are prepared to engage with the present and future.
Chapter One:
Introduction
1.1 Background of the Study
History is a vital subject that provides students with an understanding of past events, cultures, and societies, and how these have shaped the present and will influence the future. It helps develop critical thinking, analytical skills, and a sense of identity and citizenship. Despite its importance, history often struggles to capture and sustain the interest of secondary school students. Many students perceive history as a collection of dates and events to be memorized, rather than a dynamic and engaging narrative. This lack of interest can result in poor academic performance and a diminished appreciation for the subject.
Various educational stakeholders, including teachers, school administrators, and policymakers, have recognized the need to make history education more engaging and relevant. Innovative teaching techniques and pedagogical strategies are essential to spark and maintain students’ interest in history. This study seeks to identify and evaluate effective techniques for sustaining students’ interest in history in secondary schools, aiming to enhance their learning experiences and outcomes.
History, as a subject, holds the key to understanding our past, shaping our present, and guiding our future. It provides students with insights into the cultural, social, economic, and political developments that have defined human civilization. However, despite its importance, history often faces challenges in engaging secondary school students. Many students view history as a monotonous recitation of dates, events, and figures, rather than a dynamic narrative that connects past events to their lives and the world around them. This perception results in a lack of interest and enthusiasm for the subject, which can negatively impact students’ academic performance and their broader educational experience.
The decline in interest in history among secondary school students is a concern for educators, school administrators, and policymakers. Engaging students in history is crucial for developing critical thinking, analytical skills, and a sense of identity and citizenship. To address this issue, innovative teaching techniques and strategies are needed to make history more appealing and relevant to students. Effective teaching methods can transform history classes from static lectures into interactive, thought-provoking, and engaging experiences.
This study aims to explore various techniques for sustaining students’ interest in history in secondary schools. By identifying and evaluating successful strategies, the research seeks to provide practical solutions for educators to enhance the teaching and learning of history. The study will focus on methods that have shown promise in engaging students, such as interactive teaching, the integration of technology, storytelling, and project-based learning. Understanding these techniques and their impact on student engagement and performance can help create a more vibrant and effective history curriculum.
In the context of secondary education, sustaining students’ interest in history is not only about improving academic performance but also about fostering a deeper understanding and appreciation of the past. This understanding is essential for students to become informed and active participants in their communities and the world. Therefore, this study is significant for its potential to contribute to the broader goal of enhancing history education and making it more relevant and engaging for students.
In summary, the study seeks to address the following key questions: What factors contribute to students’ lack of interest in history? What teaching techniques can sustain and enhance students’ interest in history? How effective are these techniques in improving student engagement and academic performance in history? By exploring these questions, the study aims to provide valuable insights and recommendations for educators, school administrators, and policymakers to improve the teaching and learning of history in secondary schools.
1.2 Statement of the Problem
Despite the recognized benefits of studying history, many secondary school students exhibit a lack of interest in the subject. This disinterest can be attributed to traditional teaching methods that often fail to engage students. The problem is exacerbated by a lack of resources, large class sizes, and a curriculum that may not always connect with students’ experiences and interests. Consequently, students may find history dull and irrelevant, leading to disengagement and poor academic performance.
This study addresses the need to explore and implement effective techniques that can sustain and enhance students’ interest in history. By identifying successful strategies, this research aims to provide practical solutions for educators to create a more engaging and dynamic history curriculum.
1.3 Objectives of the Study
The primary objectives of this study are to:
Identify the factors contributing to students’ disinterest in history.
Explore various teaching techniques and strategies that can sustain students’ interest in history.
Evaluate the effectiveness of these techniques in engaging students and improving their academic performance.
Provide recommendations for history teachers, school administrators, and policymakers to enhance the teaching and learning of history in secondary schools.
1.4 Research Questions
To achieve the objectives outlined, the study will address the following research questions:
What are the main factors contributing to students’ lack of interest in history?
What teaching techniques and strategies can sustain and enhance students’ interest in history?
How effective are these techniques in improving student engagement and academic performance in history?
What recommendations can be made to improve history education in secondary schools?
1.5 Significance of the Study
This study is significant for several reasons. First, it addresses the critical issue of student disengagement in history, a subject essential for developing well-informed and responsible citizens. By identifying effective teaching techniques, the study aims to enhance students’ interest and performance in history, thereby contributing to their overall educational development.
Second, the study provides practical insights and recommendations for history teachers, helping them to adopt innovative and engaging teaching methods. This can lead to improved teaching practices and better student outcomes. Additionally, the research findings can inform school administrators and policymakers about the necessary changes and investments required to support effective history education.
1.6 Scope and Delimitations
The scope of this study is limited to secondary schools. It focuses on identifying and evaluating teaching techniques that can sustain students’ interest in history. The study involves collecting data from history teachers and students through surveys, interviews, and classroom observations. While the findings may have broader implications, the study does not extend to primary schools or tertiary institutions.
1.7 Definition of Terms
History Education: The teaching and learning of historical events, contexts, and narratives in an academic setting.
Student Engagement: The level of interest, enthusiasm, and involvement that students show towards their learning and schoolwork.
Pedagogical Strategies: Methods and techniques used by teachers to facilitate learning.
Interactive Teaching Methods: Teaching techniques that involve active student participation and interaction.
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THE LEVEL OF HISTORY EDUCATION LITERACY LEVEL AMONG JUNIOR SECONDARY SCHOOL STUDENTS
CHAPTER ONE
INTRODUCTION
Background of the study
A review of history teaching in Nigeria has left us with the manifestation that the subject is fast going into extinction and in itself becoming a subject of the past, as it is often referred to, as the subject where the past is studied. At one time in the country, history as a school subject was completely expunged from the syllabus as if there was no need for people to understand or know their history and that of the society in which they live. Sequel to this removal, some experts and professionals rose to the challenges by salvaging history teaching and learning from being relegated to the background and leading to the reintroduction of the subject in the curriculum of secondary schools in Nigeria, but still offered as optional subject, particularly at the senior secondary and not at all in primary and junior secondary as it used to be.
The feat of bringing History back into the school syllabus was achieved under the auspices of the Historical Society of Nigeria who took the bull by the horns and did everything, including consultation with relevant Government agencies that matter. The body met the Minister of Education and Alhaji Shehu Shagari, then President of Nigeria with the submission of memoranda drawing attention to the dangers and consequences of the Nigerian citizens, not knowing their history. As Ikime (2006) recounts, nothing came out of this initial effort. However in 2002, President Obasanjo announced the return of History to our school syllabus.
On the significance of history, Daniels in Ikime (2006) had submitted that:
History is the memory of human group experience. If forgotten or ignored, we cease in that measure to be human. Without history, we have no knowledge of who we are or how we came to be, like victims of collective amnesia groping in the dark for our identity. It is the events recorded in history that have generated all the emotions, the values, the ideals, that make life meaningful, that have given men something to live for, struggle over, die for.
Furthermore, he argued that “historical events have created all the basic human groupings – countries, religions classes and all the loyalties that attached to these”.
In a specific term, history of education as an academic discipline is also doing more than expected to ensure the sustainability and continued relevance of history in education. This was also an achievement recorded by a handful of practitioners who gathered at the International Standing Conference of the History of Education (ISCHE) in Switzerland in the year 2000. The idea of forming a national association for the history of education was conceived and subsequently translated into action with the birth of History of Education Society of Nigeria, with the secretariat at the University of Ibadan-Nigeria, as well as representing the African sub-region as a body on History of Education in the global circle.
The present age of computer-scientific and technological orientation seems to be contributory to declining history teaching and learning in our schools. The attention and emphasis of the Government itself, is today not on arts or humanities, but on science and technology; clearly manifesting in the policy of 30 – 70% priority attention for science and technology, not excluding the admission requirement into the Nigeria’s tertiary institutions. The policy of 30% for arts/humanities and 70% for science and technology is now the educational lifestyle of Nigeria. On the part of the students, knowledge of computer and its usage for contemporary essentials have made them to be less keen and interested in examining the past, even reduced the reading culture of the Nigerian students. Basically, everyone’s attention is now directed at being computer literate and is presently a phenomenon that has overtaken the educational life of Nigeria and Nigerians. Student, even government recognizes the relevance of history as a school subject, but no attention is accorded its promotion as an important school subject. However, this has been observed and identified by practitioners, resulting in series of conferences, workshops and seminars organized to proffering solution and arresting the ugly trend.
Fundamentally, all efforts at ensuring that history teaching and learning continue to enjoy relevance have become the concern of everybody, especially the practitioners and educationists. All these efforts seem not yielding the desired result. Significantly, a well groomed teacher is the one believed to revolutionize and help the learners by rebuilding hope and confidence in the study of history; hence the need to make a serious exposition on the relevance of history and history of education as well as their relationship in teacher preparation.
Education has always been characterized by one problem or the other, having direct or indirect consequences on the people or the society and waiting to be accordingly addressed. These and more require the professionals to rise to the occasion by contributing meaningfully to addressing the situation. The situation may be positively addressed through workshops, seminars, advocacy campaign, implementation of conference communiqué and formulating policy for back-up. Researches are also best conducted to solve the problems with the results of such researches being utilized by policy-makers for salvaging the situation.
For anyone to assume responsibility for handling these myriads of problems, specifically the teachers; there is need for adequate training to equip them with the skills necessary to confront these onerous challenges. There is therefore, the need for the knowledge of history and history of education and its relevance in teacher preparation. It is teachers that assume the role of experts and they are the ones who impart the knowledge into the younger generation. These younger ones would then be able to appreciate the need to know their history – their past (issues, events, problems and solutions) to be put in perspective, for the present to have direction and the future to flourish.
Statement of the problem
There may have been previous researches in this subject. This work gives further explanations and analysis in history education literacy level among junior secondary school students in avaanpan lga of plateau state
Objectives of the study
To understand the impact of literacy level on history education among secondary school students.
To understand the relationship between literacy level and history education development among secondary school students
Research questions
What is the impact of literacy level on history education among secondary school students..
What is the relationship between literacy level and history education development among secondary school students
Research hypothesis
H0: There is no relationship between literacy level and history education development among secondary school students
H1: There is a relationship between literacy level and history education development among secondary school students
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THE IMPACT OF MUSEUM TEACHING AND LEARNING OF HISTORY IN JUNIOR SECONDARY SCHOOL
ABSTRACT
This work discusses the impact of museum teaching and learning of history in junior secondary school
.A hundred and twenty questionnaires were distributed among students and teachers from selected secondary schools in Nigeria. Interviews and surveys were also conducted.
Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis
It will be observed therefore that there is a strong positive relationship between museum teaching and learning of history in junior secondary school
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
References
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THE EFFECTS OF QUALIFICATION OF HISTORY TEACHER ON THE PERFORMANCE OF STUDENTS IN EXTERNAL EXAMINATIONS
CHAPTER ONE
INTRODUCTION
BACKGROUND TO THE STUDY
In the Nigeria national policy on education (1981) it stated that school education should “equip students to live attentively in our modern age of History ” in accordance with this aim of education, Boge (1979) has his to say, “in an era that is most accurately described by its social and religiousprocess, one major educational problem is preparing the young people to cope with the intellectual and religious environment characterized by rapid changes” in order for students to understand this rapidly, social and religious society, it is assumed that these young people should have some basic understanding for the History
Experimental History is one of the most recently included subject content of the curriculum History it inclusion, History has continued to occupy its separate place and some time, it is often neglected in some schools even where the various branches of History are taught they are done without regard for the basic requirement needed in spite of the effort made during the present decade by the federal and state government of Nigeria to give History subject their role in education note much has been achieved in some selected schools in Shagamu Local Government Areaof Lagos state the effect of the deficiency in teaching History in schools are particularly evident in developing countries such as Nigeria
STATEMENT OF PROBLEM
To which extent has the number of students per class in Nigeria which is too unwieldy affect the effective teaching of History
In what way does in adequate use of specimens material and diagrams makes ineffective the teaching of History
Could lack of improvised teaching and by teacher cause ineffective teaching which lead to the students poor performance in History
Can bad attitude of teachers towards work affect the effective teaching of History
Could lack of practical work causes ineffective teaching of History
RESEARCH QUESTION
How does lack of laboratories and lack of instructional material affect the effective teaching of History ?
How does pupil’s attitude towards the subject (History ) affect their performance in the teaching of History ?
Does teacher’s qualification also affect students performance in effective teaching of History /
How teacher dose’s teaching methods in History affects pupil’s performance ineffective teaching of History ?
HYPOTHESIS
The ineffective teaching of History schools is brought by several factors the researcher has it in mind that the factors listed below could be responsible for it
Lack of laborites and lack of instructional materials
Students attitude towards the subject (History ) affects their performance
Teacher’s qualification also affect the students performance in History
Teacher’s teaching method in History affect students performance
With answers to the above, the researcher has it in mind that there is going to be a total change in the teaching of History
PURPOSE OF STUDY
The purpose of this study is to find out the problem militating against the teaching of History the schools
SIGNIFICANCE OF STUDY
The teaching of History has not been as effective as it output to be is easily of students in schools it is therefore necessary to diagnose the various factors responsible for this unheeding state of affairs and proper means by which the anomalies could be arrested
The importance of History in the life of man need to be over emphasized therefore if the subject is note effectively taught, the rudiment that are necessary for development of the basic concept of History would be lacking at the secondary schools level and this could permeate the other state of the nation’s educational level it is believed that the importance of History is well under stood and all the factors responsible for it’s unhealthy development are quickly nipped on the bud it would be possible to build a History culture oriented society which will augur well for the healthy development of the nation
SCOPE AND DELIMITION OF STUDY
The study will be restricted to Shagamu Local Government Areain Benin City Lagos state a large number of primary school is located there hence Shagamu Local Government Areawill serve as the centre of the study this will enable one to know the factor militating against effective teaching of History
Selected secondary schools in Shagamu Local Government Areaare to be used for the study
The selected schools are:
Ugbowo primaryu school
Ediaken primary school
Olua primary school
Use primary school
LIMITATION OF STUDY
To carry out a project such as this there are bound to be procedural and methodological flew inherent in the item developed human biases are likely to aggravate the internal weakness that are likely to exist however, conscious effort will be made to evolve method that will control for such extraneous influences in order to ensure the validity and reliability of the study
It is also expected that distance, times, finance and lack of human co-operation can pose serious threats to the successful execution of this project to this end it is hoped that every effort will be made to minimize, if not totally eliminating such threats and steps taken be highlighted to serve as a guide to those who may wish to replicate the project
DEFINITION OF TERMS
In the course of study, it is important to know what the following terms stand for technology may be defined as the use of organized knowledge to solve practical problems
History laboratory is a place equipped for experimental studies in History
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TEACHING PRACTICE EXPERIENCES OF HISTORY STUDENT TEACHERS. CHALLENGES AND POSSIBLE PANACEA
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
The future of every nation is shaped in its classrooms and it is the teacher who molds that future. It is assumed that of all the professions that are aspired, only teaching is charged with the formidable task of creating the human skills and capacities that will enable societies to survive and succeed in the age of information. Teachers have great duty for shaping the minds and hearts of future students. Few concepts on educational issues have received much attention than issues pertaining to preparation of teachers in educational literatures (Albasheer, Khasawneh, Nabah&Hailat, 2008). Preparation of teachers for both the first and second cycle schools is of much concern especially in a age where higher education institutions worldwide have been under pressure to deliver high quality instruction to their students (Naba’h&Jaber,2009).Teaching practice in schools has been considered the most important programme part of the teacher education and for that matter this field experience needs to be supported by stake holders (Ekiz, 2006). These stake holders include the university supervisor, school principal and co-operating teachers who at point play crucial roles of preparing the student-teacher to perform the duties and responsibilities of the formal teacher (Albasheer et al, 2008).
1.2 Statement of the problem
In Nigeria, teacher education also appears not to be bad at all. The preparing of the student-teacher is under the guidance of principal or school head who facilitate and monitor the growth of the student-teacher. However, just as these supervisors perform their duties during teaching practice, they come under some criticism. These criticisms include the lack of inconsistency in the method use for supervision and the short duration for supervision which to student-teachers, diminished the quality of the teaching practice supervision (Rosemary,Richard&Ngara,2013). These short comings found in the supervision affected the overall quality of the teaching practice supervision. Hence, it was against this background on teaching practice supervision that this research sought to examine the perceptions of History student-teachers on teaching practice supervision.
The following questions guided the study:
1. What are the perceptions of History student-teachers on teaching practice supervision?
2. What are the impacts of teaching practice supervision on History student-teachers?
3. What are the challenges faced by History student-teachers during teaching practice supervision?
At the end of the study, the information that will be gathered will bring out the perception of History student-teachers on teaching practice supervision. Again, the study will provide knowledge that will help supervisors in the teaching practice Alvan ikoku federal college in the improvement of supervision practices and policies during teaching practice. The study will also add to existing related literature on teaching practice supervision.
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TEACHERS AND STUDENTS’ PERCEPTIONS OF PROBLEMS OF EFFECTIVE TEACHING AND LEARNING HISTORY IN JUNIOR SECONDARY SCHOOL
Abstract
History is an important school subject which conveys invaluable lessons from the past and whose worth transcends regional, national and cultural boundaries. However, effective teaching and learning history in Nigerian Secondary schools has long been blighted by problems and challenges that have often gone unaddressed. This problems and issues have consequently militated against the commitment of secondary school student students studying history. This study drawing on a sample size of 27 secondary school student students in the department of educational foundations and department of history in the government college umuahia, examined “factors militating against students commitment to the study of history in the government college umuahia”. The purposive and stratified research design was used for the study and data was collected using the self -structured questionnaire. The results and data gotten were analysed using mean statistics. The study found out that factors such as societal perception, methods of teaching, lack of field trips,lack of instructional materials, and teaching aids, peer group influence are the major problems plaguing the study of history in the secondary school. It was therefore recommended that the subject should be placed on the right pedestal by the appropriate quarters hence improving societal perception. There should be more awareness and enlightenment on the appropriateness and advantages of studying history, the ministry of education in alliance with the federal government should invest more in providing history rooms and teaching aids for the department. the lecturers should always be resourceful and versatile to the class and endeavor to use teaching methods that keep the students interest alive, amongst others.
ABSTRACT
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 Secondary 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 secondary school 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. Students’ effort, previous schooling (Siegfried & Fels, 1976; Anderson & Benjamin, 1994), parents’ education, family income (Devadoss & Foltz, 1996), self motivation, age of student, learning preferences (Aripin, Mahmood, Rohaizad, Yeop, & Anuar, 2008), class attendance (Romer, 1993), and entry qualifications as factors that have a significant effect on the students’ academic performance in various settings. Ali Shoukat at el, said that the factors affecting academic performance are gender, age, schooling, father/guardian social economic status, residential area, medium of schooling, tuition trend, daily study hours and accommodation trend are the factors affecting academic performance.
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 Secondary 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 Secondary schools.
1.2 Problem statement
History is a common practice in both Art and Sciences Education in Secondary 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 secondary school 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 Secondary 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 Government college umuahia. 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 Secondary schools in Nigeria.
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STRATEGIES TO ENHANCE TEACHING AND LEARNING OF HISTORY IN SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
History is a branch of science which was last major subject that was introduced into the school curriculum.
History is taught in the senior secondary school in other for the students to acquire knowledge that will make them useful to them and to the society they belong.
The main aim of studying history is to study matter which includes it composition, properties and the changes it undergoes.
History requires experimental work in laboratory for development. Laboratory work is essential for putting theoretical principles into practice and testing proposed, hypothesis, therefore proficiency in laboratory work is essential for them to become good history. In the course of a laboratory work, one translates practice application and gradually widens the scope. History aim at building up the ability to solve carefully and speedily problems which come constantly in variety of ways
Further more, history as a branch of science requires special skills when teaching it and as such following skills are developed in the students studying history, skills includes identifying problems, asking questions, formulating hypothesis, observing, measuring etc. in order to improve the performance of students studying history in secondary school, laboratory exercise in an integral part and should be used only when.
Laboratory practical are readily needed as a means of verifying a scientific law, principle or a theory already known to the students.
It is needed as means of obtaining and learning scientific information.
The laboratory practical can be meshed with text book and other learning activities.
It is needed as means of obtaining scientific skills and knowledge.
Some experiments are performed outside the laboratory just as some laboratory activities cannot be classed experiment while most laboratory activities are conceived in order to provide practice in designing, operating and interpreting data, however experiment are operations or proceeding designing for purpose of testing is supposition, confirming what is known and discovering what hat not be known (unknown) history also enables the students to developed confidence in what do and themselves as an individuals, as it involves matter.
The inception of natural study was introduced by people who were both specialist in science and history as it branch which is a dynamic and inevitable learning experience for the students. However, once entrusted to teachers with little or no background studying in history with varying degree of teaching. The effectiveness of the study on the nature of history in the secondary school is degenerated bodily at the point, we define history as the study of matter including it properties, reactions, composition and it changes from one state to another state of matter.
The student’s education attainment in history is inevitable and should be viewed with a lot incentive in both teaching and learning on the side of the teachers and students respectively at all levels. The training of students is very importance.
Since the extent of a nations future labour force, leadership political stability and strength of technical advancement lies in the hand of students it therefore hoped that this write up shall unveil some factors responsible for the poor performance of the students in history subjects in Oredo Local Government Area of Edo State.
BACKGROUNG OF THE STUDY
The importance of history cannot be over emphasized as it implication to the social and economic life of the people who are well recognized by every nation and some of it knowledge is applied in industries like brewery industries, food, medicine, textile will and constructing companies. It can’t be over stated at large.
Further more, on the importance of history, it is applied in refinery in the separation of crude oils into it fraction of crude oils includes petroleum gases, petroleum esters, petrol, kerosene, gas oil and bitumen, diesel oil, lubricating oil and other residues which are some economical importance to the nation at large the study of history has lead to the development of chemical industries and has importance effect soon or after the middle ages. Soaps, acids and other basic chemical are now produced knowledge gained from the study of history is used in the manufacture of fertilizer to increase the fertility of the soil which provide food for the nation, plastics, ceramics, paints, cement, soap and detergent, and drinks etc. history in one way of the order affect the standard of living of people in Edo State, nations at large.
It is necessary to lay more emphasis on scientific knowledge which v is part of this respect; Fafuwa (1997) suggested that science should be made a compulsory subject in secondary and tertiary institution. As well as educating the masses so that Edo State will be able to move from its static role of a spectator to that of an actor in this exciting break through history should be taught effectively in order to bring about technological advancement and development in Oredo Local Government Area of Edo and Nigeria at large, as it affect the live of the people.
History as a branch of science requires scientific skills and techniques and as such history teachers should improve their teaching strategies or techniques in order to improve the performance of students in history in secondary schools since the teaching and studying of history will among other things infuse desirable qualities into secondary school students in Oredo Local Government Area of Edo State, such achievement will beneficial not only to the individuals students in Local Government Area, but also to Edo State and the nation as a whole.
STATEMENT OF PROBLEMS
In this project the researcher intends to identify the problems and strategies of solving them in doing the following questions call for attention.
What are the qualification of the history teachers?
How experienced are the teachers?
Does the school have history equipment and well equipped laboratory?
How often is the model equipment used?
Are there adequate history text book?
Are the classes conducive for the students and the teachers to handle practical work?
How many periods of history are there in the school time table?
What efforts are the government and community making to solve these problems?
The researcher is of the view that the above questions would help to identify the modern strategies of improving history student’s performance in our secondary schools.
PURPOSE OF THE STUDY
The purpose of this project is to investigate on the modern strategies for improving the academic performance of students in Oredo Local Government Area of Edo State.
The researcher further finds out the general view held by the public as to the cause of history student’s poor level of achievement and performance in history.
To examine ways by which history in some selected secondary schools can be improved and have better performance on the students
To search further if learning history concept and conceptual schemes will increase the performance of the students in history.
To make students become familiar with the key operation of history and strategies they can use it improve their performance.
To help history students acquire proficiency through problems solves and hence build critical and creative thinking in them.
To guide students in developing desirable behaviour towards acquiring history skills, attitude, application and interest.
To help students according to their own ability and interest their rate of learning, develop interest and needs, it also enables the students to cope in the dynamic world and be useful to the society they belong.
SIGNIFICANCE OF THE STUDY
The significance of the study be and large lies in the fact that the performance of students in history over the years facilitates an assessment for mapping out the strategies that will improve the performance of history students in the nears future especially in Oredo Local Government Area of Edo State and Nigeria at large.
The study aimed at arousing the interest of the students in studying history through;
Bring questions or problems that can be solve class by Appling what has been learnt to news situation, which will serve as an evaluation techniques.
Bring challenges to show and rigid learners through oral written test.
This also aims at significantly the importance of experience, to pinpoint to students that are learning history through reading is important since this help the students to develop their mental ability through thinking and learning it teach the students how to use reading materials like the history textbooks effectively knowing that there are several sources of information available on different reading level, it also help students in developing their history terms and ways of applying them.
RESEARCH QUESTIONS
What are the qualifications of teachers teaching history in the selected secondary school of Oredo Local Government Area of Edo State?
Is there equipment in the history laboratory?
How often is the use of model equipment when teaching history?
How many periods are used in teaching history in a week?
Is there adequate equipment in laboratory?
How many times have you gone for excursion in your school?
Do you use lab coat during history practical?
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INSTRUCTIONAL SKILLS ANS STUDENTS ACHIEVEMENT IN HISTORY IN IBADAN NORTH LGA
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Education serves as the cornerstone of societal progress, and the mastery of instructional skills plays a pivotal role in shaping students’ academic achievement. In Ibadan North Local Government Area (LGA), the domain of history education offers a unique lens through which the interplay of instructional methods and student achievement can be explored. The effectiveness of instructional skills in the history classroom not only influences the academic outcomes of students but also contributes to their broader cognitive and critical thinking development.
Education is not merely the transfer of knowledge; it is a dynamic process shaped by the instructional skills of educators and the academic achievements of students. In the context of Ibadan North Local Government Area (LGA) in Oyo State, Nigeria, the realm of history education becomes a focal point for understanding how instructional skills influence students’ mastery of the subject and contribute to their overall academic development.
Ibadan North LGA, with its rich cultural heritage and diverse population, stands as a microcosm of Nigeria’s educational landscape. Within this context, history education plays a crucial role in nurturing students’ understanding of the past, fostering critical thinking skills, and shaping their academic trajectory. The effectiveness of instructional skills employed in the history classroom is integral to the realization of these educational objectives.
While the importance of history education is widely acknowledged, the specific instructional methods employed and their impact on students’ academic achievement in Ibadan North LGA are areas that warrant systematic investigation. This study aims to bridge this gap by examining the instructional skills used by history teachers and their correlation with the academic success of students. By doing so, it seeks to contribute valuable insights to the enhancement of history education within the local community.
1.2 Statement of the Problem
While history education is a crucial component of the academic curriculum, the effectiveness of instructional approaches in Ibadan North LGA remains a topic that requires nuanced exploration. Understanding the challenges and opportunities within the instructional landscape is essential for improving students’ achievement in history. This study seeks to address this gap by investigating the instructional skills employed in history classrooms and their impact on students’ academic performance.
1.3 Objectives of the Study
To assess the current instructional skills employed by history teachers in Ibadan North LGA.
To examine the academic achievement of students in history within the local context.
To explore the relationship between instructional skills and students’ achievement in history.
To identify challenges and opportunities associated with instructional methods in history education in Ibadan North LGA.
To propose recommendations for enhancing instructional practices and improving students’ achievement in history.
1.4 Research Questions
What instructional skills are currently employed by history teachers in Ibadan North LGA?
What is the level of academic achievement among students in history within the local context?
What is the relationship between instructional skills and students’ achievement in history?
What challenges and opportunities exist in the instructional methods used for history education in Ibadan North LGA?
1.5 Significance of the Study
This study holds significance for educators, policymakers, and stakeholders involved in the field of education in Ibadan North LGA. By examining the instructional skills and their impact on students’ achievement in history, the findings can inform strategies to enhance teaching methodologies, potentially leading to improved academic outcomes and broader educational goals.
1.6 Scope of the Study
The study focuses specifically on history education in Ibadan North LGA, exploring the instructional skills employed by teachers and their correlation with students’ academic achievement. The scope encompasses both public and private secondary schools within the local government area.
1.7 Structure of the Thesis
The subsequent chapters of this thesis are organized to provide a comprehensive understanding of the relationship between instructional skills and students’ achievement in history in Ibadan North LGA. Chapter Two reviews existing literature on instructional methods and their impact on academic performance. Chapter Three outlines the research methodology, detailing the approach taken to gather and analyze data. Chapter Four presents the empirical findings, showcasing the current landscape of instructional skills and students’ achievement in history. Chapter Five concludes the study by discussing the implications of the findings and proposing recommendations for enhancing instructional practices and improving students’ achievement in history.
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IDENTIFICATION OF DIFFICULT TEACHING AND LEARNING TOPICS IN SENIOR SECONDARY SCHOOL HISTORY CURRICULUM
ABSTRACT
This research work was conducted to identify difficult topics in teaching and learning topic in senior secondary schools curricula. (A case study of SS3 curricula of history). Two research questions and one hypothesis guided the study. A survey design was adopted for the study. A sample of 16 teachers in the subject areas and 200 students were drawn from the 16 senior secondary schools of SS3 in Lagos. A structured questionnaire was used to collect data and the data collected were analyzed using percentages, mean deviation and t-test for hypothesis. The finding of the study showed that, most of the teachers did not cover those areas when they were students, which made them to shy away from teaching those difficult topics in history. The following recommendations were made:
The teachers should attend workshops, seminars and conferences. Resource personnel should be used to teach difficult topics, and they should be provided with adequate instructional materials for the teaching and learning of the difficult topics. The strategies identified by the study should also be used to stimulate the teaching and learning of history and other subjects in senior secondary schools.
CHAPTER ONE
Background of the study
Recent changes in the Senior Secondary School curriculum in Nigeria particularly, the introduction of history as a core subject to be taught in Senior Secondary Schools demand that specialist teachers be trained and provided with suitable resource materials including textbooks so that they can deliver their lessons effectively.
The absence of related instructional materials in Senior secondary schools, lack of trained history teachers and other similar problems serves as barriers to the achievement of numerous objectives in history. In view of this situation, the teaching and learning of history tends to be ineffective. In the schools, non-specialist teachers are employed to teach history and they apply the methods of teaching traditional subjects like History, Geography, Economic, Government and Civics. This kind of arrangement is obviously bad. It is like spreading seeds on a sandy soil. When this happens the seed will not germinate but rot away. In the same way, if this situation is allowed to continue the essential points or aims about history will be lost.
Teaching and learning are usually taken to be major activities or process that take place in school, particularly, in the classroom. During this process however, there are lot of subjects being taught, especially after the introduction of Western Education (Formal Education) in Secondary Schools. These subjects such as Geography, History, Economics, Government etc focus on their specific areas and therefore not suitable for the development of a complete human being, hence the introduction of history.
D
The introduction of history in Britain was not an easy task. Obiadi, A. (1980) stressed that history came about as a result of the missing link in Britain. The first world war (WW I) of 1914 and the European war happed to expose what was actually missing for human understanding learned on lesions from the wars, it became necessary for them to go back to schools to learn a lot about human relationship and what is meant to the society. For more than two decades, the study of history went thought it gained a foothold in the 1950s committees were set up by the Ministry of Education to study about the necessary of studying history. Various reports were submitted by the committees. Some of them were in favour while others strongly opposed its inclusion in the school curriculum for fear that it might replace other traditional subjects. Despite these oppositions history went through successfully and was given a place in the school curriculum.
The history of history in Africa can be traced back to the London Oxford Conference of African Educators of 1967 which resulted in the Mombassa Conference of 1968.
Further still another conference was held at Queens College Oxford to discussed history for Africa. Two years later after the Oxford London Conference, African history programme was established in Nairobi, Kenya to coordinate and offer help to history development in the continent.
It was resolved at the various conferences that Education in African continent needed readjustment to relate specifically to African culture. Hitherto it was observed by the conference organizers that the colonial educational system did not serve the interests of African. The result of the conferences brought about the setting out of history curriculum which was meant to be adopted by all members countries including Nigeria according to their peculiar needs.
The teaching and learning of history in the Nigerian institutions had a short but important history in the school curriculum. Short in terms of number of years, but important because of the impact that its introduction had made in the Senior secondary school curriculum.
Amonoo, et at (1979) said that “the first serious attempt to develop historyfor secondary schools in Nigeria was made but the staff of Comprehensive High School, Aiyetoro in 1965. initially the scope was limited to the then Western Region”. It was through the assistance of the Ford Foundation under its joints auspices with comparative education was adaptation centre (CESAC) that the Aiyetoro project was given a national scope. Through the publication, history has now become a core subject in the Senior secondary school curriculum.
The Federal Republic of Nigeria National Policy on Education (1981) supports the inclusion of history in the Senior secondary school curriculum.
1.2 Statement of the problem
History is one of the subjects being taught in our secondary schools. The teaching of history has not been properly done because most of the teachers handling the subject has little or no sound knowledge concerning the subject. This also posed problems for the studies in terms of learning the subject.
This study is therefore designed to find out the problems of teaching and learning history in our secondary schools, particularly in Lagos state and also find solution to the problems and suggest ways and method of improving upon the situation for the benefit of students, educators, school and society as well.
1.3 Purpose of the study
The purpose of this study is to identify and explain the problems of teaching and learning of history in Secondary schools in Eastern Obolo Local Government Area, and how these problems could be eliminated so as to enhance effective teaching and learning of the students.
1.4 Research questions
i). Is there any significant difference between the use of instructional materials and the teaching of history in schools?
ii). Is there any significant difference between the use of instructional materials in learning and the academic performance of students?
iii). Is there any significant difference between lack of qualified teachers in history and the problems of teaching history?
1.5 Research hypothesis
i). There is no significant difference between the use of instructional materials and the teaching of history in schools.
ii). There is no significant difference between the use of instructional materials and the academic performance of studies in schools.
iii). There is no significant difference between lack of qualified teachers in history and the problems of teaching history.
1.6 Significance of the study
This research work is significant in many ways:
i). It will highlight the problems associated with the teaching and learning of history in schools.
ii). The outcome of the study will also uncover the fundamental roles expected of the Government of our country.
iii). This study will also serves as a source for future research in its area of study.
iv). The outcome of this study will also be of immense values to the society in that it will seek to improve the interest of the learners with regards to their academic performance.
1.7 Limitation of the study
With due consideration of the factors of time, economic depression of the period geographical location of the target population the scope of the research is delimited to only Enugu educational zone.
This research work has a lot of limitation that are work mentioning. The problem of transportation to get information from transportation from teachers of different school; and the short time given for the completion of this project has been a great limiting factors.
Definition of terms
LEARNING: Gaining knowledge or skill by studying or form being taught.
PROBLEM: This refers to a difficult situation.
HISTORY: This is the study of man and the outcome of his interaction with his various environments.
STANDARD: A level of skill, ability or achievement by which someone or something is judged that is considered to be necessary or acceptable in a particular situation.
STUDENT: A person who is studying at a schools or college.
TEACHER: Someone whose job is to teach.
TEACHING: This is the process of imparting knowledge and making learners gain knowledge, skills and attitudes they needed to become responsible citizens.
TABLE OF CONTENT
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
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(2) Email Address
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BANK ACCOUNTS
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OR
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Account Number: 3139283609
Bank: FIRST BANK
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08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
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FACTORS MILITATING AGAINST THE EFFECTIVE TEACHING OF HISTORY IN SECONDARY SCHOOLS
Abstract
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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