Knowledge of one’s heritage is one of the most cherished ideals in a society. This creates the awareness of how the people lived in the past - the way they dressed, the way they danced, the food they ate, their economic resources and how they passed on the above cultural values to their future generations. In many African indigenous settings, for instance, the cultural heritage such as festivals, religion, languages spoken and even the type of education they practiced all have their meanings and have evolved from the past. It is therefore obvious that to understand the present, we must definitely know the past. It is only based on the knowledge of the past that we can predict the future and live fruitful lives based on the past circumstances.
The primary aim of History teaching in Africa is to put the African child into the stream of History from which he has been absent for so long. People do not accord it the necessary attention it deserves. This is fundamentally due to the little importance attached to it. Consequently, students are not aware of their past and yet they seemed not to be perturbed.
A questionnaire was administered to 180 respondents were randomly sampled from three High Schools in Cape Coast Municipality of Ghana. SPSS was used to conduct descriptive statistics on the data collected from the respondents. The results show that students offer history because of their interest in the subject. Their offering history has nothing to do with advice from parents, friends and its easiness as a subject of study. Unfortunately, the resources available in the three High schools are awfully inadequate. The predominant teaching method is a combination of lecture method, dictation of notes and the use of visual aids and the discussion method. However, another equally important methods such as excursion were not being employed in the teaching of history. This may be due to financial constraints and lack of cooperation from the schools' administration. It is therefore recommended that history as a subject should be made compulsory for at least a year in the High Schools. The government must also resource teachers to deliver the subjects using all the necessary teaching methods. Teachers of the subjects should also improvise in the face of lack of resources in teaching the subject.
Table of Contents
CHAPTER ONE: PROBLEM
1.0 Introduction
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope
1.7 Organization of the Study
CHAPTER TWO: REVIEW OF LITERATURE
2.0 Introduction
2.1 Theoretical Review
2.2 Empirical Review
(a) Definition of the Concept Attitude
2.3 The Formation of Attitude
2.4 Factors Accounting for Attitudinal Change
2.5 Problems of Studying History
2.6 Suggested Ways of Teaching History
CHAPTER THREE: METHODOLOGY
3.0 Introduction.
3.1 Sampling
3.2 Sampling Procedure
3.3 Research Instrument
3.4 Limitations
3.5 Data Analysis Procedure
CHAPTER FOUR: ANALYSIS AND DISCUSSION OF DATA
4.0 Introduction
4.1 Personal Data of Respondents
4.2 Inappropriate Methods of Teaching
4.3 Appropriate Methods of Teaching
4.4 Reasons for Choosing History
4.5 The Use of Instructional Resources
4.6 Motivation in History Teaching
4.7 Problems in Studying/ Learning History
4.8 Importance of History
4.9 Personal Opinion of Respondents
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction
5.1 Summary
5.2 Conclusions
5.3 Recommendations
5.4 Further Research or Study
Research Objectives and Themes
The primary objective of this study is to investigate the factors influencing Senior Secondary School students' attitudes toward the study of history in the Cape Coast Municipality. The research aims to identify prevailing challenges in the classroom, evaluate current pedagogical strategies, and determine the perceived importance of the subject among students to foster a more positive attitude toward history education.
- Analysis of student attitudes toward history as an academic discipline.
- Evaluation of instructional methods and teaching resources in secondary schools.
- Identification of barriers affecting the effective learning of history.
- Assessment of the perceived relevance and importance of history to students.
Excerpt from the Book
2.5 PROBLEMS OF STUDYING HISTORY
Some authors have identified some of the problems facing the studying of history. The following are some of the serious problems. They are problems of textbooks, content, lack or irregular use of teaching aids, problem of language, lack of library facilities or materials, inappropriate teaching methods, lack of motivation and the problem of differentiating between historical evidence and historical events.
One of the many problems militating against the study of history is the lack of textbooks. To Crookall (1975), a good textbook is almost a necessity in teaching history. This is because, the textbook is the pupil’s companion throughout much of the history course and its influence upon her is bound to be very great. This thus gives rise to the teacher’s use of monotonous and continuous oral exposition in class. This does not give the learner the leisure to re-read what he does not immediately understand and pause and consider what he has read at stages suitable to his own speed of comprehension.
Another principal problem to the study of history is the choice of content. According to Phyllis Giles (1973), freshly conceived and thought out aims, stated in broad terms but closely geared to a comprehensive consideration of methods and teaching resources were scarcely to be found in a single syllabus. The history teacher is overwhelmed by the sheer immensity of potential teaching material. In ruthlessly selecting a minute proportion of this vast stock, a burden is created. This is because it is impossible to study the whole of world history. The overt act of selecting is in itself an act of distortion. Hence, students of history do not have any inclination to study all these distortions. Thus there had been significant development to trying to bring the subject within the interest grasp of the pupils to encourage motivation.
Summary of Chapters
CHAPTER ONE: PROBLEM: Provides the foundation for the study, covering the background, statement of the problem, and the research questions regarding student attitudes toward history.
CHAPTER TWO: REVIEW OF LITERATURE: Reviews existing theories on attitude formation and change, and explores documented challenges and suggested teaching strategies in history education.
CHAPTER THREE: METHODOLOGY: Details the research design, including sampling procedures of senior secondary school students in the Cape Coast Municipality and the use of questionnaires for data collection.
CHAPTER FOUR: ANALYSIS AND DISCUSSION OF DATA: Presents the statistical findings and qualitative analysis of student responses regarding teaching methods, motivation, and the importance of history.
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS: Synthesizes the findings of the study and offers practical recommendations for educators and administrators to improve history instruction.
Keywords
History Education, Student Attitudes, Senior Secondary School, Cape Coast Municipality, Teaching Methods, Instructional Resources, Curriculum Planning, Historical Understanding, Educational Psychology, Classroom Motivation, Curriculum Development, Pedagogical Strategies, Historical Literacy, Ghana Education.
Frequently Asked Questions
What is the core focus of this research study?
The research focuses on understanding the underlying causes of positive and negative attitudes of Senior Secondary School students toward the study of history in the Cape Coast Municipality of Ghana.
What are the primary themes addressed in this work?
Key themes include the impact of teaching methods, the availability and quality of instructional resources, teacher motivation, the challenges of memorization versus understanding, and the perceived relevance of history.
What is the main goal or research question of the project?
The primary goal is to determine why students hold specific attitudes toward history and to identify systemic problems in its instruction, with the intent of offering recommendations for improvement.
Which scientific methodology was employed in this study?
The study utilized a case study approach, employing a quantitative research design where questionnaires were administered to 180 students across three selected senior secondary schools.
What topics are covered in the main body of the work?
The main body covers theoretical frameworks on attitude, empirical reviews of previous educational studies, data analysis regarding teaching styles, and an evaluation of the importance of history.
Which keywords best characterize the work?
The study is best characterized by terms such as history education, student attitudes, pedagogy, instructional resources, and curriculum improvement.
How does the lack of library facilities specifically impact history students?
The research suggests that a lack of adequate library facilities limits students' ability to conduct independent research, find diverse perspectives on historical events, and develop a self-directed interest in the subject.
Why do students perceive history as a difficult subject?
According to the findings, students often find history difficult due to the overwhelming emphasis on the memorization of dates rather than understanding the context and causes of historical events.
What role do teachers play in student motivation according to the study?
Teachers significantly influence motivation through their subject knowledge, enthusiasm, their ability to "bring the past alive," and the use of interactive teaching methods rather than relying solely on lecture or note-taking.
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- Jonathan Amengor (Autor:in), Frederick Osei-Poku (Autor:in), Abdul Mageed Abbas (Autor:in), Bill Augustine Vovobu (Autor:in), 2007, The Attitudes of Senior Secondary School Students Towards the Study of History, München, GRIN Verlag, https://www.grin.com/document/380427
