Project – Factors Militating Against the Effective Teaching Of History In Secondary Schools in Edu L.G.A Kwara State
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
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.
History as an academic subject plays a critical role in shaping national identity, fostering civic consciousness, and promoting cultural understanding among students. In senior secondary schools, the study of history provides learners with insights into past events, personalities, and civilizations that have influenced the present. It equips students with analytical skills and the ability to draw informed conclusions about societal developments (Adeyinka, 2015). However, despite its significance, the learning of history has been met with declining interest among students, particularly in Nigerian secondary schools. This trend raises concerns about the factors shaping students’ attitudes toward the subject.
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.
Attitudes toward learning are shaped by a complex interplay of personal, school-based, and societal factors. For many students, history is perceived as a dull, abstract, or irrelevant subject due to its emphasis on memorization of dates and events rather than critical analysis and engagement (Ibhakewanlan, 2014). The mode of instruction, which often relies on rote learning and lacks interactive or experiential elements, contributes significantly to students’ negative perceptions. When students cannot connect historical content to contemporary realities or see its relevance to their lives and future careers, their motivation to learn the subject diminishes.
Teacher-related factors also influence students’ attitudes toward history. The qualifications, pedagogical style, and enthusiasm of history teachers play a pivotal role in shaping student interest. Where teachers lack subject competence or fail to adopt learner-centered methods, students may become disengaged or develop aversions to the subject (Oyetunde & Muodumogu, 2017). Moreover, teachers’ ability to contextualize historical knowledge, use visual aids, and stimulate critical debates are essential in making the subject lively and relatable.
The broader school environment, including curriculum design and availability of resources, further impacts students’ attitudes. Schools that offer limited instructional materials, outdated textbooks, or inadequate learning spaces may inadvertently discourage history learning (Obemeata, 2012). Additionally, the marginalization of history in national examinations and curriculum reforms — such as its removal and later reinstatement as a core subject — has created confusion and lowered its perceived importance among students and parents (Adewuyi & Okemakinde, 2018).
Family background and societal influences also contribute to students’ attitudes toward history. Parental attitudes, peer influence, and societal valuation of science and technology over the humanities shape learners’ choices and perceptions. In many Nigerian households, priority is often given to science-based subjects perceived to guarantee better job prospects, thereby relegating history and other humanities subjects to a lower status (Okpala, 2019). As a result, students may internalize these views and consider history as a subject of low utility.
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).
In light of the above, it is essential to explore the various factors influencing students’ attitudes toward learning history in senior secondary schools. Understanding these factors will provide stakeholders — including educators, curriculum developers, and policymakers — with the insights necessary to implement reforms and strategies that can revitalize interest in history. This study, therefore, seeks to investigate the personal, instructional, institutional, and societal variables that shape students’ attitudes toward the subject, with a view to promoting its relevance and improving learning outcomes.
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 Militating Against the Effective Teaching Of History In Secondary Schools in Edu L.G.A Kwara State and the objectives of this study include to:
- Examine the influence of classroom environment on students’ attitudes towards History.
- Examine the effect of teachers’ personality and behavior on students’ attitudes towards History.
iii. Ascertain the effect of gender differences on students’ attitudes towards History
- 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:
- How does classroom environment and students learning style influence on students’ attitudes towards History?
- What are the effect of teachers’ personality and behavior on students attitude towards History?
iii. How does gender differences affect students’ attitudes towards History?
- 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:
- Ho: 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 Edu Local Government Area in Kwara State.
- 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.
- 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 (systems), 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: History is the systematic study of past events, particularly in human affairs, aimed at understanding how societies, cultures, and civilizations have evolved over time.
Teacher: A teacher is a person who facilitates learning and imparts knowledge, skills, or values to others, often within a formal educational setting like a school.
Student: A person formally engaged in learning, especially one enrolled in a school or college; pupil
Project – Factors Militating Against the Effective Teaching Of History In Secondary Schools in Edu L.G.A Kwara State