Study Of Attitude Towards History As A School Subject Among Senior Secondary Students

Introduction

1.1 Background of 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 Problem

The attitude of students towards the study of history has been both positive and negative at all levels of the educational ladder. To a larger extent, it is negative at all levels of education and this is particularly seen in various secondary schools.

A few of the importance of studying history are; to introduce students to their heritage, help them make some reasonably- reliable estimates concerning the causes of present events in the light of past developments, and also shed some possible light on the future. History also seeks to develop in the students, values or good morals like tolerance, honesty, patriotism, courage and sympathy. Additionally, history seeks to help students analyze, interpret, judge and evaluate human situations. Also, it helps to develop critical and creative thinking in pupils. It is only by evaluating the achievements and failures of mankind according to the acceptable standards of the time when they actually took place can the historian hope to acquire full understanding of the present. Lastly, it also helps in the correction of misconceptions or misrepresentations of African past.

However, History has not been able to achieve the above objectives due to the negative attitudes of students towards the discipline and this is particularly true in Nigerian secondary schools. Based on the aforementioned, this study seek to assess the attitude towards history as a school subject among senior secondary students in Idah Local Government Area, Kogi State.

1.3 Objective of the Study

The primary objective of the study is to examine the attitude towards history as a school subject among senior secondary students in Idah Local Government Area, Kogi State. The specific objectives is as follows:

Detemine the predominant nature of the attitude of senior secondary school students towards History subject in Idah Local Government Area, Kogi State.

Identify the factors which influences the attitude of senior secondary school students towards History subject in Idah Local Government Area, Kogi State.

Detemine the extent students attitude towards History affects their performance in the subject Idah Local Government Area, Kogi State.

1.4 Research Question

The study will be guided by the following questions;

• What is the predominant nature of the attitude of senior secondary school students towards History subject in Idah Local Government Area, Kogi State?
• What are the factors which influences the attitude of senior secondary school students towards History subject in Idah Local Government Area, Kogi State?
• What is the extent students attitude towards History affects their performance in the subject Idah Local Government Area, Kogi State?

1.5 Research Hypothesis

Ho: The attitude of senior secondary school students towards History subject is not negative.

Ha: The attitude of senior secondary school students towards History subject is negative.

1.6 Significance of the study

The significance of the study is to bring to light the erroneous impressions and perceptions held by students with regards to history. One of such wrong impressions and perceptions this research hopes to erase is that, history is a dead subject and it is of no use for one to acquire knowledge about it. Another misconception is that, history more often than not is regarded as a subject impregnated with dates, great names and events. Others also hold the view that history is often the dullest subject in school, and the history lesson one of the most uninteresting.

Moreover, this research will seek to highlight the importance of the discipline; hence to assist the students to develop positive attitudes towards the study of history. By doing so, many students will hopefully cultivate the interest and right attitude towards the learning of history.

Furthermore, the study will aid educational administrators and curriculum planners in planning the curriculum and syllabus to suit the needs and purposes of our students, society and the country as a whole. It will also equip teachers with appropriate methods and approaches of teaching which call for the development of positive attitudes. Consequently, administrators and teachers would hopefully adopt effective methods and approaches to enhance the teaching and learning of history.

Additionally, this study will be of importance to parents who should in their own small ways endeavor to teach their wards about their families and communities. For instance, where they came from and how well they fared up to the present time.

Lastly, it will be of good use to our traditional leaders who are the custodians of our culture. For after all, culture is an embodiment of the history of a people or a community.

1.7 Scope of the Study

This study focuses on the attitude towards history as a school subject among senior secondary students. Geographically, the study will be carried out in some selected senior secondary schools in Idah Local Government Area, Kogi State.

1.8 Limitations of the Study

The researcher encountered minor obstacles when conducting the study, as with any human endeavor. The significant constraint was the scarcity of literature on the subject due to the nature of the discourse, so the researcher incurred more financial expenses and spent more time sourcing for relevant materials, literature, or information and in the data collection process, which is why the researcher resorted to a limited choice of sample size. Furthermore, the researcher did this investigation alongside other academic activities. Furthermore, the sample size was limited because only a few respondents were chosen to answer the research instrument, therefore the results cannot be generalized to other secondary schools outside the state. Despite the constraints encountered during the research, all elements were minimized in order to provide the best results and make the research effective.

1.9 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:

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

1.10 Organization of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter (chapter five) contains the summary, conclusion and recommendation.