DENTIFICATION OF DIFFICULT TEACHING AND LEARNING TOPICS IN SENIOR SECONDARY SCHOOL CURRICULA IN NIGERIA. A CASE STUDY OF SS3 CURRICULA OF HISTORY
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IDENTIFICATION OF DIFFICULT TEACHING
AND LEARNING TOPICS IN SENIOR SECONDARY SCHOOL CURRICULA IN NIGERIA. A CASE
STUDY OF SS3 CURRICULA OF HISTORY
ABSTRACT
This research work was conducted to
identify difficult topics in teaching and learning topic in senior secondary
schools curricula. (A case study of SS3 curricula of history). Two research
questions and one hypothesis guided the study. A survey design was adopted for
the study. A sample of 16 teachers in the subject areas and 200 students were
drawn from the 16 senior secondary schools of SS3 in Lagos. A structured
questionnaire was used to collect data and the data collected were analyzed
using percentages, mean deviation and t-test for hypothesis. The finding of the
study showed that, most of the teachers did not cover those areas when they
were students, which made them to shy away from teaching those difficult topics
in history. The following recommendations were made:
The teachers should attend workshops,
seminars and conferences. Resource personnel should be used to teach difficult
topics, and they should be provided with adequate instructional materials for
the teaching and learning of the difficult topics. The strategies identified by
the study should also be used to stimulate the teaching and learning of history
and other subjects in senior secondary schools.
CHAPTER ONE
1.1 Background of the
study
Recent changes in the Senior Secondary
School curriculum in Nigeria particularly, the introduction of history as a
core subject to be taught in Senior Secondary Schools demand that specialist
teachers be trained and provided with suitable resource materials including
textbooks so that they can deliver their lessons effectively.
The absence of related instructional materials in Senior secondary schools,
lack of trained history teachers and other similar problems serves as barriers
to the achievement of numerous objectives in history. In view of this
situation, the teaching and learning of history tends to be ineffective. In the
schools, non-specialist teachers are employed to teach history and they apply
the methods of teaching traditional subjects like History, Geography, Economic,
Government and Civics. This kind of arrangement is obviously bad. It is like
spreading seeds on a sandy soil. When this happens the seed will not germinate
but rot away. In the same way, if this situation is allowed to continue the
essential points or aims about history will be lost.
Teaching and learning are usually taken to be major activities or process that
take place in school, particularly, in the classroom. During this process
however, there are lot of subjects being taught, especially after the introduction
of Western Education (Formal Education) in Secondary Schools. These subjects
such as Geography, History, Economics, Government etc focus on their specific
areas and therefore not suitable for the development of a complete human being,
hence the introduction of history.
D
The introduction of history in Britain was not an easy task. Obiadi, A. (1980)
stressed that history came about as a result of the missing link in Britain.
The first world war (WW I) of 1914 and the European war happed to expose what was
actually missing for human understanding learned on lesions from the wars, it
became necessary for them to go back to schools to learn a lot about human
relationship and what is meant to the society. For more than two decades, the
study of history went thought it gained a foothold in the 1950s committees were
set up by the Ministry of Education to study about the necessary of studying history.
Various reports were submitted by the committees. Some of them were in favour
while others strongly opposed its inclusion in the school curriculum for fear
that it might replace other traditional subjects. Despite these oppositions history
went through successfully and was given a place in the school curriculum.
The history of history in Africa can be traced back to the London Oxford
Conference of African Educators of 1967 which resulted in the Mombassa
Conference of 1968.
Further still another conference was held at Queens College Oxford to discussed
history for Africa. Two years later after the Oxford London Conference, African
history programme was established in Nairobi, Kenya to coordinate and offer
help to history development in the continent.
It was resolved at the various conferences that Education in African continent
needed readjustment to relate specifically to African culture. Hitherto it was
observed by the conference organizers that the colonial educational system did
not serve the interests of African. The result of the conferences brought about
the setting out of history curriculum which was meant to be adopted by all
members countries including Nigeria according to their peculiar needs.
The teaching and learning of history in the Nigerian institutions had a short
but important history in the school curriculum. Short in terms of number of
years, but important because of the impact that its introduction had made in
the Senior secondary school curriculum.
Amonoo, et at (1979) said that “the first serious attempt to develop historyfor
secondary schools in Nigeria was made but the staff of Comprehensive High
School, Aiyetoro in 1965. initially the scope was limited to the then Western
Region”. It was through the assistance of the Ford Foundation under its joints
auspices with comparative education was adaptation centre (CESAC) that the
Aiyetoro project was given a national scope. Through the publication, history has
now become a core subject in the Senior secondary school curriculum.
The Federal Republic of Nigeria
National Policy on Education (1981) supports the inclusion of history in the Senior
secondary school curriculum.
1.2 Statement of the problem
History is one of the subjects being
taught in our secondary schools. The teaching of history has not been properly
done because most of the teachers handling the subject has little or no sound
knowledge concerning the subject. This also posed problems for the studies in
terms of learning the subject.
This study is therefore designed to find out the problems of teaching and
learning history in our secondary schools, particularly in Lagos state and also
find solution to the problems and suggest ways and method of improving upon the
situation for the benefit of students, educators, school and society as well.
1.3 Purpose of the study
The purpose of this study is to
identify and explain the problems of teaching and learning of history in
Secondary schools in Eastern Obolo Local Government Area, and how these
problems could be eliminated so as to enhance effective teaching and learning
of the students.
1.4 Research questions
i). Is there any significant difference
between the use of instructional materials and the teaching of history in
schools?
ii). Is there any significant difference between the use of instructional
materials in learning and the academic performance of students?
iii). Is there any significant
difference between lack of qualified teachers in history and the problems of
teaching history?
1.5 Research hypothesis
i). There is no significant difference
between the use of instructional materials and the teaching of history in
schools.
ii). There is no significant difference between the use of instructional
materials and the academic performance of studies in schools.
iii). There is no significant difference between lack of qualified teachers in history
and the problems of teaching history.
1.6 Significance of the study
This research work is significant in many ways:
i). It will highlight the problems associated with the teaching and learning of
history in schools.
ii). The outcome of the study will also uncover the fundamental roles expected
of the Government of our country.
iii). This study will also serves as a source for future research in its area
of study.
iv). The outcome of this study will also be of immense values to the society in
that it will seek to improve the interest of the learners with regards to their
academic performance.
1.7 Limitation of the study
With due consideration of the factors of time, economic depression of the period
geographical location of the target population the scope of the research is
delimited to only Enugu educational zone.
This research work has a lot of limitation that are work mentioning. The
problem of transportation to get information from transportation from teachers
of different school; and the short time given for the completion of this
project has been a great limiting factors.
1.8 Definition of terms
LEARNING: Gaining knowledge or skill by
studying or form being taught.
PROBLEM: This refers to a difficult situation.
HISTORY: This is the study of man and the outcome of his interaction with his
various environments.
STANDARD: A level of skill, ability or achievement by which someone or
something is judged that is considered to be necessary or acceptable in a
particular situation.
STUDENT: A person who is studying at a schools or college.
TEACHER: Someone whose job is to teach.
TEACHING: This is the process of imparting knowledge and making learners gain
knowledge, skills and attitudes they needed to become responsible citizens.
TABLE OF
CONTENT
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
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