TEACHING FACTORS AS CORRELATES TO STUDENTS ATTITUDES TO HISTORY IN IBADAN NORTH LGA OF OYO STATE

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TEACHING FACTORS AS CORRELATES TO STUDENTS ATTITUDES TO HISTORY IN IBADAN NORTH LGA OF OYO STATE

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

History, as a subject in the academic curriculum, serves as a window to the past, providing insights into the cultural, social, and political evolution of societies. The attitude of students toward history influences their engagement, comprehension, and overall success in the subject. In Ibadan North Local Government Area (LGA) of Oyo State, Nigeria, understanding the teaching factors that correlate with students’ attitudes toward history is crucial for enhancing the quality of historical education.

1.2 Statement of the Problem

Despite the inherent importance of history as a subject, students’ attitudes toward it can be influenced by various factors, including teaching methods, resources, and teacher-student interactions. Recognizing these factors and their correlation with students’ attitudes is vital for educators, policymakers, and stakeholders in Ibadan North LGA to devise effective strategies that promote a positive disposition toward history.

1.3 Objectives of the Study

To identify teaching factors influencing students’ attitudes toward history in Ibadan North LGA.

To examine the correlation between teaching methods and students’ attitudes toward history.

To assess the impact of instructional resources on students’ attitudes toward history.

To explore the role of teacher-student interactions in shaping students’ attitudes toward history.

To provide recommendations for enhancing teaching practices to foster positive attitudes toward history among students.

1.4 Research Questions

What teaching factors are perceived to influence students’ attitudes toward history in Ibadan North LGA?

How do different teaching methods correlate with students’ attitudes toward history?

What is the impact of instructional resources on students’ attitudes toward history?

How do teacher-student interactions contribute to shaping students’ attitudes toward history?

What recommendations can be made to improve teaching practices and foster positive attitudes toward history among students in Ibadan North LGA?

1.5 Significance of the Study

This study holds significance for educators, curriculum developers, and policymakers seeking to enhance the teaching of history in Ibadan North LGA. Understanding the teaching factors that influence students’ attitudes toward history can inform the development of targeted interventions and strategies to create a more engaging and positive learning environment.

1.6 Scope of the Study

The study focuses specifically on the teaching factors influencing students’ attitudes toward history in secondary schools within Ibadan North LGA of Oyo State, Nigeria. The scope encompasses various aspects, including teaching methods, instructional resources, and teacher-student interactions.

1.7 Structure of the Thesis

The subsequent chapters of this thesis are organized to provide a comprehensive understanding of the teaching factors that correlate with students’ attitudes toward history in Ibadan North LGA. Chapter Two reviews existing literature on factors influencing students’ attitudes toward history. Chapter Three outlines the research methodology, detailing the approach taken to gather and analyze data. Chapter Four presents the empirical findings, offering insights into the teaching factors and their correlation with students’ attitudes. Chapter Five concludes the study by discussing the implications of the findings and providing recommendations for improving teaching practices to foster positive attitudes toward history among students in Ibadan North LGA.

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