FACTORS INFLUENCING THE TEACHING AND LEARNING OF HISTORY IN NIGERIA SECONDARY SCHOOL

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FACTORS INFLUENCING THE TEACHING AND LEARNING OF HISTORY IN NIGERIA SECONDARY SCHOOL

Abstract:

The teaching and learning of history in secondary schools play a vital role in shaping students’ understanding of the past, fostering critical thinking skills, and promoting national identity and cohesion. However, the effectiveness of history education in Nigeria is influenced by various factors that impact both teachers and students. This study aims to explore the factors influencing the teaching and learning of history in Nigerian secondary schools.

Using a mixed-methods approach, including surveys, interviews, and classroom observations, this study examines the socio-economic, institutional, and pedagogical factors that shape history education in Nigerian secondary schools. The research investigates the availability of instructional materials, teacher training and qualifications, curriculum relevance, teaching methodologies, student interest and motivation, and the socio-political context in which history is taught.

The findings reveal that several factors influence the teaching and learning of history in Nigerian secondary schools. Limited access to instructional materials, inadequate teacher training, overcrowded classrooms, and the emphasis on examination-oriented teaching methods are identified as key challenges. Moreover, the relevance of the history curriculum, cultural biases, and political influences also impact the quality of history education.

However, the study also identifies opportunities for enhancing the teaching and learning of history in Nigerian secondary schools. These include the integration of technology in history instruction, professional development for history teachers, curriculum reform to reflect diverse perspectives, and community engagement to promote historical awareness.

By understanding the factors influencing the teaching and learning of history, policymakers, educators, and stakeholders can develop evidence-based strategies to improve history education in Nigerian secondary schools. Addressing these factors is essential for promoting critical thinking, fostering national unity, and preserving cultural heritage through history education.

Keywords: History Education, Teaching and Learning, Secondary Schools, Nigeria, Factors, Curriculum, Pedagogy, Teacher Training, Instructional Materials.

CHAPTER ONE:

INTRODUCTION

1.1 Background of the Study

History education in secondary schools plays a crucial role in shaping students’ understanding of the past, fostering critical thinking skills, and promoting national identity and citizenship. In Nigeria, history has been a core subject in the secondary school curriculum for decades, serving as a means to impart knowledge about the country’s rich cultural heritage, historical events, and societal developments. However, the effectiveness of history education is influenced by various factors that impact both teachers and students, ultimately affecting the quality of teaching and learning experiences in Nigerian secondary schools.

Education is a process of acquiring desirable changes in ones behaviour or character. The school is a formal institution set up primarily to inculcate the desirable character in children and improve their knowledge in order to be useful to themselves and the society at large.

History is one of the subject in the curriculum that help in achieving the aims and goals of education. The comparative educational study and adaptation centres (CESAC) 1968, defined history as “the study of man and his society with his interplay between him, his environment and effect of science and technology. He went on to state that the usefulness of history is enhanced when it is seen as a way of looking at the society in order to understand social problems and thereby help to seek solution to them.

Aderalegbe (1975) also described history as “a study of how man influence and has in turn influenced by his environment, in terms of physical, social, political,, economic, psychological, cultural, scientific and technological environment. He went on to refer to history as a way of life”. History is relatively a new subject through out the world. The idea of history first sprang up ion the United State of America and later in Europe. By the early 1960 the teaching of history has spread to all parts of the United State of America and Europe and later the subject started having impact in developing countries.

History offer us important opportunities to know what is happen in, where, when and how, making our understanding positive value, history help in promoting, travelling experience and clearly show the inter-relationship and interdependence between man and places above all, it is clearly shown the world is dynamic rather than a static, history as a subject seek to solve the problems of the society and give clear insight into the problems of man and his environment. History was introduced to Nigeria schools in 1963 in view of satisfying the urge of children who are always curious and want to know where, when of various events takes place in their environment, since the introduction of the history into Nigeria education system several questions has been raised about the teaching and learning of history. They ask such questions as what a learner who is exposed to history sought to find out.

1.2 Statement of the Problem

Despite the importance of history education, Nigerian secondary schools face numerous challenges in effectively teaching and learning history. These challenges range from inadequate instructional materials and resources to limited teacher training and qualifications, curriculum relevance, and cultural biases. Additionally, socio-political factors, such as the politicization of history and ethnic tensions, further complicate the teaching and learning process. Understanding these factors is essential for addressing the shortcomings in history education and enhancing its quality in Nigerian secondary schools.

1.3 Research Objectives

The primary objective of this study is to investigate the factors influencing the teaching and learning of history in Nigerian secondary schools. Specific objectives include:

Identifying the socio-economic, institutional, and pedagogical factors that affect history education in Nigerian secondary schools.

Examining the availability and adequacy of instructional materials and resources for teaching history.

Assessing the qualifications, training, and professional development opportunities for history teachers.

Exploring the relevance and adequacy of the history curriculum in addressing students’ needs and interests.

Analyzing the impact of socio-political factors on the teaching and learning of history in Nigerian secondary schools.

1.4 Significance of the Study

This study is significant for several reasons. Firstly, it contributes to the existing body of knowledge on history education in Nigeria by providing insights into the factors that influence the teaching and learning of history in secondary schools. Secondly, the findings of the study can inform policy decisions and curriculum reforms aimed at improving history education in Nigerian secondary schools. Additionally, the study has practical implications for educators, curriculum developers, and policymakers seeking to enhance the quality of history education and promote critical thinking skills among students.

1.5 Scope and Limitations

This study focuses specifically on the teaching and learning of history in Nigerian secondary schools, with a particular emphasis on factors influencing the effectiveness of history education. The study will be conducted in a selected number of secondary schools in Nigeria, considering the diverse socio-cultural and geographical contexts of the country. However, it is important to note that the study may face limitations such as sample size constraints, data reliability issues, and challenges in accessing schools and participants.

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