THE EFFECT OF HISTORY EDUCATION REMOVAL FROM THE OSUN STATE CURRICULUM

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THE EFFECT OF HISTORY EDUCATION REMOVAL FROM THE OSUN STATE CURRICULUM

ABSTRACT

This study investigates the repercussions of the removal of history education from the curriculum in Osun State, Nigeria. The decision to eliminate history education from the formal education system raises concerns about its potential impact on the understanding of cultural heritage, national identity, and civic consciousness among students. Employing a mixed-methods approach, the research assesses the consequences of this curriculum change on students’ historical knowledge, critical thinking skills, and their connection to the rich cultural tapestry of Osun State.

The study engages both qualitative and quantitative methods, including surveys, interviews, and content analysis of educational materials. By examining the perspectives of educators, students, and other stakeholders, the research aims to uncover the implications of this educational policy shift on the broader community. Additionally, an analysis of academic performance data and students’ attitudes towards history before and after the removal will provide valuable insights into the short-term and potential long-term effects.

This research contributes to the ongoing discourse on the role of history education in shaping informed citizens and preserving cultural heritage. The findings will inform educational policymakers, curriculum developers, and educators about the consequences of such decisions on the holistic development of students and the preservation of historical consciousness in Osun State. Ultimately, the study advocates for a comprehensive understanding of the impact of curriculum changes on the educational landscape and the broader socio-cultural fabric of the region.

TABLE OF CONTENT

Introduction

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Objectives of the Study

1.4 Rationale for the Study

1.5 Significance of the Study

1.6 Scope and Limitations

1.7 Organization of the Thesis

Literature Review

2.1 Importance of History Education

2.2 Historical Perspective of Education in Osun State

2.3 Global Perspectives on History Education

2.4 Effects of Curriculum Changes on Educational Outcomes

Methodology

3.1 Research Design

3.2 Data Collection

3.2.1 Surveys

3.2.2 Interviews

3.2.3 Document Analysis

3.3 Sampling

3.4 Data Analysis

Immediate and Potential Long-Term Effects

4.1 Academic Performance of Students

4.2 Critical Thinking Skills

4.3 Cultural Awareness

4.4 Civic Engagement

4.5 Perspectives of Educators and Stakeholders

Conclusion

5.1 Summary of Findings

5.2 Implications for Educational Policy

5.3 Suggestions for Future Research

References

CHAPTER ONE:

INTRODUCTION

1.1 Background of the Study

The removal of history education from the curriculum in Osun State, Nigeria, marks a significant departure from the traditional framework of formal education. Historically, the study of history has been recognized as a vital component in shaping the cultural identity, national consciousness, and critical thinking skills of students. However, recent educational policy changes have led to the exclusion of history education from the formal curriculum in Osun State. This chapter provides an overview of the background that necessitated such a policy shift and establishes the context for investigating the effects of this decision.

Historically, the study of history has been regarded as an essential element in cultivating a deep understanding of cultural roots, fostering critical thinking skills, and nurturing a sense of national pride among students. However, the recent decision to exclude history education from the Osun State curriculum signals a departure from this long-standing tradition. The rationale behind this policy shift, the factors influencing it, and the potential consequences on the educational landscape and the broader society form the basis of this investigation.

The removal of history education from the Osun State curriculum raises critical questions about the potential consequences for students, educators, and the community at large. This study aims to delve into the multifaceted issues surrounding this policy change, exploring the impact on students’ academic development, cultural awareness, and their ability to critically engage with the complexities of their society. By identifying the challenges and opportunities associated with the removal of history education, the research seeks to contribute to the ongoing discourse on curriculum design and its implications for the holistic development of learners.

Understanding the implications of removing history education from the curriculum is essential for informed decision-making in education policy. This study seeks to address the gaps in knowledge regarding the consequences of the policy change and contribute valuable insights that may inform future educational reforms in Osun State and beyond.

1.2 Statement of the Problem

The elimination of history education from the Osun State curriculum raises concerns about the potential consequences on students’ understanding of their cultural heritage and national identity. This study aims to address the critical issues surrounding the removal of history education, exploring the impact on students’ academic performance, critical thinking abilities, and their connection to the rich historical and cultural tapestry of Osun State.

1.3 Objectives of the Study

The primary objectives of this research are as follows:

a. To assess the immediate and potential long-term effects of the removal of history education from the Osun State curriculum.

b. To examine the implications of the policy shift on students’ academic performance in other subjects.

c. To explore the perspectives of educators, students, and other stakeholders regarding the removal of history education.

d. To propose recommendations for educational policymakers, curriculum developers, and educators based on the findings.

1.4 Research Questions

This study seeks to address the following research questions:

a. What are the immediate and potential long-term effects of removing history education from the Osun State curriculum?

b. How does the removal of history education impact students’ academic performance in other subjects?

c. What are the perspectives of educators, students, and other stakeholders regarding the elimination of history education?

1.5 Significance of the Study

The significance of this research lies in its potential to provide insights into the consequences of curriculum changes on students’ academic development, cultural awareness, and critical thinking abilities. The findings may guide educational policymakers, curriculum developers, and educators in making informed decisions about the future direction of educational policies in Osun State.

1.6 Scope and Limitations

This study focuses specifically on the effects of the removal of history education from the formal curriculum in Osun State. The research acknowledges potential limitations such as resource constraints, time limitations, and the availability of participants.

1.7 Structure of the Thesis

The remainder of this thesis is organized into several chapters, each contributing to a comprehensive understanding of the effects of history education removal in Osun State. Chapter Two reviews relevant literature on the importance of history education, while Chapter Three outlines the research methodology. Chapter Four presents the findings of the study, and Chapter Five offers conclusions and recommendations based on the research outcomes.

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