FACTORS INFLUENCING STUDENTS’ ATTITUDES TOWARD LEARNING OF HISTORY IN SENIOR SECONDARY SCHOOLS

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 CHAPTER ONE

INTRODUCTION

 1.1    Background to the Study

Students’ attitude towards History and History learning and their implications for History instruction have long been a common interest among History educators. Attitude towards History has been considered an important factor in influencing participation and success in History subject. Jaji (2002) state that investigation into student History attitude and perspective not only informs teachers, parents, and administrators about students needs, but also serves as a catalyst for reform in History education.

History is a distinct discipline in the school curriculum. It has been given a lot of prominence since the attainment of Nigeria’s independence in 1960. According to Bolaji (2005), History is not just an object of human curiosity, but a source of emotional security that gives maturity, stability and self confidence.

Ayot (1979) explains generally that, history is the memory of human experience. He further argues that if human experience is ignored and forgotten we would cease to realize our responsibility. He further states that, without history of our past we would not be able to know who we are’ who our relatives are, where we came from and how we came to be what we are today. We would be in darkness about our own identity.

History as observed by Fishbein and Ajzen (2005) is a fundamental Art that is necessary for understanding of most other fields in education.  Fishbein stressed further that no other subject forms such a strong force among the various branches of Arts.  In support of Fishbein, Ford (2001) affirmed that the knowledge of Arts remains superficial without History.  It is therefore means that, the position of History in school curriculum in Nigeria is important for scientist. In Nigeria, both primary and secondary teacher training colleges have ordinary level History as requirement for enrolment to prospective teachers.

Furthermore Hyde, Fennema, Ryan, Frost, and Hopp (1990) stated that most employers in Nigeria expect a job “ seeking school leaver to have passed History and English language, among other subjects at ordinary level. This compulsory nature of History carries with it the assumption that the knowledge of the subject is essential for all members of our society. In Nigeria, History competence is a critical determinant of the Post-Secondary educational and career options available to young people (Barrow and Woods, 2006).

Affective factors such as attitudes also have profound impact on students’ History achievement. Karp (2001) in a comparative study of factors influencing History achievement found out that there is a direct link between students’ attitudes towards History and student outcomes.

Jaji (2002) supports this by propounding that resource shortage, teacher quality, poor teaching, repeated subject failure, peer influence, inadequacy of textbooks, cultural background and language also contribute to poor performance in History.

Attitudes towards History include liking, enjoying and interest in History, or the opposite, and at worst History phobia (Ernest, 1989). This means that the students have to like History, enjoy the activities performed in History and have interest at heart for History. On the other hand, attitudes play an important role on students’ History achievement. Those who lack confidence in History academic skills envision a low grade before the beginning of an examination (Adesokan, (2002).

1.2    Statement of the Problems

Despite the relative importance of History, it is very disappointing to note that the student’s performance in the subject in both internal and external examinations has remained consistently poor (Bolaji, 2005). History educators have put up noble and spirited efforts aimed at identifying the major problems associated with learning of History in the nation’s schools. Despite all these noble efforts, the problem of poor achievement in History has continued to rear its head in the nation’s public examinations and History is part of it.

Adesokan (2002) asserted that in spite of the recognition given History, it is evident that students still show negative attitude towards History thereby leading to poor performance. Bolaji (2005) in a study of the influence of students’ attitude towards History found out that the teachers’ method of History teaching and his personality greatly accounted for the students’ positive attitude towards History.

1.3 Aims and Objectives of the study

This research work seeks to study factors influencing students’ attitudes toward learning of History in senior secondary schools and the objectives of this study include to:

1. Examine the influence of classroom environment on students’ attitudes towards History.
2. Examine the effect of teachers’ personality and behavior on students’ attitudes towards History.
3. Ascertain the effect of gender differences on students’ attitudes towards History
4. Examine the effect of social background on students’ attitudes towards the learning of History.

1.4   Relevant Research Questions

The study provides answers to the following questions:

1. How does classroom environment and students learning style influence on students’ attitudes towards History?
2. What are the effect of teachers’ personality and behavior on students attitude towards History?
3. How does gender differences affect students’ attitudes towards History?
4. How does social background influence students’ attitudes towards the learning of History?

1.5   Relevant Research Hypothesis

The following hypothesis were developed for the study:

1. H_o: There is no significant relationship between the attitude of students and the learning of History.

H₁: There is significant relationship between the attitude of students and the learning of History.

 1.6 Scope and Limitation of the Study

The work examines factors influencing students’ attitudes toward learning of History in the senior secondary school. The study is limited to the five selected schools in Yaba Local Government Area in Lagos State, namely: Regan; Memorial Baptist Girls Secondary School, Sabo-Yaba; Methodist Girls High School, Yaba, Lagos; Morroco Senior High School, Igbobi, Yaba; St. Finbarrs High School, Akoka, Yaba and Western College, Yaba Lagos.

1.7  Significance of the Study

The significance of the study are stated below:

The school administrators may use findings from the study to understand the prime factors affecting students’ attitudes toward learning of History in secondary school. Also aid teachers to identify deficiencies and limitations as regards the teaching and learning of History and make necessary adjustment where necessary. Again, the study enables secondary school principals to be able to plan systematically for staff retention that enhance students’ attitude towards the learning of History. Other stakeholders of education (parents, students, teachers, support staff, donors) use the findings of the study as a checkpoint to happenings of the same nature. Finally, the study alerts the students on both positive and negative effects of attitude and perception towards History at the present level and future career.

1.8  Definition of Terms

Attitude:    A predisposition or a tendency to respond positively or negatively towards a certain idea, object, person, or situation.

Classroom: A room or place especially in a school in which classes are conducted.

Environment: Environment System the surroundings of a physical system that may interact with the system by exchanging mass, energy, or other properties.

Influence:   Influence is the action or process of producing effects on the actions, behavior, opinions, etc., of another or others.

History: The study of the measurement, properties, and relationships of quantities and sets, using numbers and symbols.

Student: A person formally engaged in learning, especially one enrolled in a school or college; pupil

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