ABSTRACT

This work discusses identification of problems with teaching and

learning history in secondary schools

A hundred and twenty questionnaires were distributed among students

and teachers from selected secondary schools in Nigeria. Interviews and
surveys were also conducted.

Primary and secondary data will be used in the analysis. Tables and
percentages will also be used as the instrument of analysis

It will be observed therefore that teachers’ technical competence,

learning environment, and availability of teaching and learning facilities
have a strong and significant effect on the teaching and learning of
history in secondary schools.
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

References
CHAPTER ONE

1.0 INTRODUCTION
1.1 Background of the study

History is one of the core subjects in secondary education curriculum in Nigeria. It

is taught as an independent subject at both levels of secondary. 2008a). Current

approaches in teaching and learning History include historical thinking (Wineburg,

2001) and historical inquiry (Barton & Levstik, 2004). Historical inquiry refers to a

practice of “asking questions, gathering and evaluating relevant evidence, and

reaching conclusions based on that evidence” (Barton & Levstik, 2004, p.188).

Historical thinking refers to the process of constructing historical knowledge

through critical examination of historical sources (Wineburg, 2001). It involves

processes such as corroboration (comparing historical documents), sourcing

(analyzing the source of document) and contextualization (situating the documents

in the context of the historical problem. Both approaches emphasize the role of the

learner in constructing historical knowledge. Hence these approaches are in line

with constructivist perspectives of learning and teaching. However, these

approaches are more suited to university students than students of lower levels

such as primary and secondary schools (Martin, 2005). Several studies worldwide

have reported that teaching and learning History in schools is dominated by the
transmission model of teaching despite emphasis on learner-centered pedagogy as

advocated by recent education reforms (e.g. McCrum, 2013; Martell, 2011, Virta,

2001). Barton and Levstik (2004) contend that the current understanding of

teaching and learning history in schools is dominated by research studies

conducted and published in Nigeria. Hence there is dearth of comprehensive

understanding of history education in other parts of the world particularly in

Africa. This study attempted to examine the problem of teaching and learning

history in secondary schools in Nigeria.

History should be studied because it is essential to individuals and to society, and

because it harbors beauty. There are many ways to discuss the real functions of the

subject—as there are many different historical talents and many different paths to

historical meaning.

1.2 Statement of research problem

History has been an important subject which is poorly taught in secondary schools,

for some schools, it has been abandoned for several reasons. The culture of various

tribes has fast gone into extinction, the effort of our great heroes are no longer

things the students put to heart. This is having a great negative impact on the

students and the society at large as it affects all parts of life including politics and

leadership, our origin, great works of the heroes, the precepts of the country.
The variable which shall be discussed in the subsequent chapter is largely the use

of instructional materials, the teacher mastery of subject, class size, human

resources and lack of funds which is a major factor in the:

(i) Non effective teaching of History in secondary schools

(ii) The dearth of History Learning in secondary schools

1.3 Purpose of the study

The purpose of this research is to identify the problems associated with the

effective teaching of History in Secondary Schools. The level of interest and

knowledge of students in History as a subject will be the major focus of this

research.

1.4 Research questions

Research questions refer to those important questions that a particular research

work centers around and intends to answer. The study examined the following

questions:
(i) How large is the class of students that offers History?

(ii) What is the nature of the History curriculum for secondary schools?

1.5 Scope of the study

The scope of the study will be on investigating the factors surrounding teaching

of History in secondary schools, and its effect on the students. It would consider

both administrative work and the process of teaching the subject.

1.6 Significance of study

Due to the major part the knowledge of History plays in the society, this research

work aims at analyzing the problems that hinders effective teaching of History in

secondary schools. Therefore, this study will be exposing the problem that causes

the ineffective teaching of History in Secondary Schools.

 Finally, this research work will be beneficial to both the Secondary school

students and government in general.

1.7 Definition of terms

Identification: The process of showing, proving or recognizing who or what

somebody or something is.

Teaching: Teaching is an instruction or delivering a particular knowledge on a

subject to an individual or group of people.

Learning: This is the process of acquiring new, or modifying existing, knowledge,

behaviors, skills, values, or preferences.

History: History is the academic discipline which uses a narrative to examine and

analyze a sequence of past events, and objectively determine the patterns of cause

and effect that determine them

 CHAPTER TWO

2.0 REVIEW OF LITERATURE

2.1 Introduction

This Chapter discusses the advent of History in Nigeria Curriculum, as

well as an extensive review of available and relevant literature on the subject of the

research to compare findings of past researchers with what is obtainable in our

education system today.

2.2 Introduction and Background To History