Teachers Perception On The Challenges Of Teaching History In Secondary Schools

1.0 Introduction

1.1 Background of the Study

Since the British introduced Western education in Nigeria, History as a subject has featured prominently in the secondary school curriculum. The term History means different things to different philosophers of History. Fafunwa, (1974) opined that, History is to people what memory is to the individual. People with no knowledge of their past are a victim of collective amnesia, groping blindly into the future without guidepost of precedence to shape their course. This connotes that people without knowledge of the past are likely to suffer from historic myopia as their future will remain uncertain. Similarly, Jekayinfa, (2010) stated that history is the account of past events investigated, analyzed and interpreted in order to discover generalizations that are helpful in understanding the present and to a limited extent, in anticipating the future.

As a study of the past, History draws on significant events of the past to inform the present and to safeguard the future, in effect, History does not study the past in isolation from the present, but relates intricately, the successes, achievements and failures of antecedent generations to the contemporary case and sets the stage for a better living in the morrow (Boadu, 2016). In this light, it is believed that History is a systematic account of the past events in relation to the present time in order to be able to predict the future for the purpose of shaping it for better. Ajai, Ajibade and Aniemeka, (1999) opined that “History education is important because it inculcates in the individual the development of social awareness.” In this respect, it is through the knowledge of history that people, particularly younger ones come to understand and appreciate the background, culture, beliefs, and traditions of others. On the submission of Adeyeni (1999), the goal of History teaching in schools is to help young people develop an integrated spiritual world, via assimilation of the ethno-cultural, national and universal values that have been developed in the course of historical development, and by giving them experience in defining themselves in relation to these values. Osinsawo (1990) observed that, History is a living subject that deals with drama of human beings or the stage of the world which is still growing on, and this drama should be presented before children in a vivid manner in classroom, for this, a history teacher should be active and full life.

In Nigeria, the teaching and learning of History in schools is undergoing tremendous changings in terms of modernization, methodologies which can be understood only in the context of the subject. According to Ajayi, (2015), it is now clear that the process of History teaching and learning has become more varied and interesting, with a possibility for greater personal input. At the same time, it should be remembered that History education is based on a rich legacy. Ajayi, (2015) further stated that, History teaching and learning in Nigerian schools has a long tradition, the indisputable achievement of the History as a subject and the methodologies used in teaching it have been recognized internationally.

However, it should be noted that teaching and learning of History in schools has witnessed some changes over the years. The changes have really affected the structure of History education, the principles for selecting subject matter and the instructional materials used to teach the subject. Bining and Bining (1952) observed that problem of principle guiding the selection of teaching methods in History is another problem confronting the learning and teaching of History in our secondary schools and classified teaching method into eight categories; they are lecture, exercise, project, problem, supervised study, social recitation, laboratory and unit method. Cobbold and Oppong (2010) stated that recommended methods were not used by History teachers in teaching the subject, and even those used were not used appropriately. It was also revealed that instructional resources were not frequently used in History lessons because such resources were either not available at all or were inadequate. Also, Students were also found to possess negative perceptions about the subject as they regarded History as a compendium of facts to be memorized. Wactyze (1991) believed that an effective History teacher does not rely on a single method of teaching.

Effectiveness is multi-dimensional rather than unidimensional. He stated further that effective teaching of History involves setting conditions that make selected works more interesting. Effective instruction has a bearing on the interest of students and their motivation to learning History; and also influences them to make critical judgment on historical issues, and understand current events in the appropriate historical context Noboa, (2013). Grant and Gradwell (2009) observed that ambitious teachers have a good depth of understanding regarding their subject matter and consciously seek ways of connecting the subject matter to students’ experiences. Effective History teaching thus, involves teaching in no single pattern, taking no single shape in teaching, and assessing students in no single fashion. Hence, History as a subject which is being taught in senior secondary schools is facing a lot of challenges in terms of scope and coverage. This study therefore examines teachers perception on the challenges of teaching history in secondary schools

1.2 Statement of Problem

The teaching of history in schools cannot be said to be without problems and challenges. Some studies (eg. Adeyinka, 1989; Cobbold & Oppong, 2010a; Ruto, 2013) highlight several factors that affect the teaching and learning of history. For instance, a study conducted by Adeyinka (1989) on the problems of history teaching in some Nigerian secondary schools revealed that lack of essential teaching aids was the most serious problem of history teaching as the majority 41 (56.9%) of respondents regarded it as a very serious problem, 22 (30.6%) as serious, and 5 (6.9%) as an average problem. Other problems revealed by the study were the absence of well-equipped libraries or history rooms, large classes, inadequate motivation of teachers, and students’ low standard of written English. Assessing the teaching and learning of history in the Central Region of Ghana, Cobbold & Oppong (2010a) found that recommended methods were not used by history teachers in teaching the subject, and even those used were not used appropriately. It was also revealed that instructional resources were not frequently used in history lessons because such resources were either not available at all or were inadequate. Also, the number of periods allocated for history on the school timetable was found to be inadequate for the entire syllabus to be covered. Students were also found to possess negative perceptions about the subject as they regarded history as a compendium of facts to be memorized.

1.3 Objectives of the Study

The overall aim of this study is to examine teachers perception on the challenges of teaching history in secondary schools. Hence, the study will be channeled to the following specific objectives:

• Ascertain the extent history is taught in secondary schools.
• Ascertain teachers perception on whether the teaching of history in secondary schools promotes moral principles values on the students.
• Find out the the challenges of teaching history in secondary schools.

1.4 Research Question

The following questions are formulated inline with the study objectives:

• What is the extent history is taught in secondary schools?
• Does the teaching of history in secondary schools promotes moral principles values on the students?
• What are the the challenges of teaching history in secondary schools?

1.5 Research Hypothesis

Ho: The teaching of history in secondary schools does not promotes moral principles values on the student

Ha: The teaching of history in secondary schools promotes moral principles values on the student.

1.6 Significance of the Study

The result of this research project will reveal to the teachers, students, and the government about the problems of using instructional materials. It will as well be of great significance owing to its quality and contribution.

The result of this research will also guide History teachers to effectively and efficiently use instructional materials and to know the causes of the problems of using these materials.

When these problems are tackled, it will help to stimulate the students’ mind and make them spirited, hence showing positive interest towards teaching and learning, if the materials are efficiently used.

Similarly, the result shall contribute as a source of material to researchers, educational administrators, and stakeholders and curriculum planners to update their knowledge of the causes and problems of using instructional materials.

The result of the study will also enlighten the teachers about the different problems encountered during the use of instructional materials in the process of teaching and learning of history.

The result of the study will also serve as a guide to other researchers who would wish to carry out research on a related aspect of the topic.

1.7 Scope of the Study

The study focuses on the teachers perception on the challenges of teaching history in secondary schools. However the study will be delimited to secondary schools in Nsukka Local Government, Enugu State.

1.8 Limitation of the Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges….