The purpose of the study was to examine the effects of the curriculum changes in teaching and learning history in secondary schools within Jos South Local Government Area of Plateau State. Specifically the purpose of the study are: 1. To determine if curriculum change in history require changes in teaching methods? 2. To examine the effects of curriculum change on history teachers’ mastery of subject matter. 3. To assess the effect of curriculum change on the availability of teaching and learning materials.
The teaching of history as a discipline has a long tradition in the world and it is instrument par excellence for national development according to National Policy on Education and forging international cooperation and integration. History as a subject falls within the General Arts, and has for a long time, enjoyed a place in many African school curriculum especially Nigeria. The teaching of history in Nigeria could be traced informally to the pre-colonial days when parents and elderly persons recounted the past of their communities to the younger generation through folktales, music, and other art forms. These were chief means of conveying invaluable lessons and values that were highly cherished in traditional societies. The teaching of history took a formal turn in the colonial period when it was taught in the schools established by the missionaries and those established by the British colonial officials.
Table of Contents
CHAPTER ONE: INTRODUCTION
1.1 BACKGROUND OF 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 DELIMITATION OF THE STUDY
1.7 OPERATIONAL DEFINITION OF TERMS
CHAPTER TWO: LITERATURE REVIEW
2.1 THE CONCEPT OF HISTORY
2.2 CONCEPT OF CURRICULUM
2.2.1 Types of Curriculum
2.2.2 Pattern Employed in the Design of History Curriculum
2.3 HISTORY EDUCATION CURRICULUM AND NATIONAL DEVELOPMENT
2.4 EDUCATIONAL CURRICULUM CHANGE
2.4.1 Reasons for General Educational Curriculum Change
2.4.2 Significance of Educational Curriculum change
2.5 NEW SECONDARY SCHOOL CURRICULUM IN NIGERIA
2.5.1 The New History Curriculum
2.6 CURRICULUM CHANGE AND ITS IMPLEMENTATION
2.6.1 Teacher Preparedness and Curriculum Change
2.6.2 Curriculum Change and Teacher Involvement
2.7 CHALLENGES IN IMPLEMENTING NEW SECONDARY SCHOOL CURRICULUM IN TEACHING AND LEARNING HISTORY IN NIGERIA
CHAPTER THREE: METHOD AND PROCEDURE
3.1 RESEARCH DESIGN
3.2 POPULATION AND SAMPLE
3.2.1 Population
3.2.2 Sample
3.3 SAMPLING TECHNIQUE
3.4 INSTRUMENTS FOR DATA COLLECTION
3.4.1 Questionnaire
3.4.2 Interview
3.5 VALIDITY AND RELIABILITY OF INSTRUMENTS
3.5.1 Validity
3.5.2 Reliability
3.6 PROCEDURE FOR DATA COLLECTION
3.7 METHOD OF DATA ANALYSIS
CHAPTER FOUR: RESULTS AND DISCUSSION
4.1 PRESENTATION OF BIODATA VARIABLES
4.2 RESPONSES TO QUESTIONNAIRE AND INTERVIEW
4.2.1 Responses to questionnaires
4.2.2 Responses to Interview
4.3 DISCUSSION OF FINDINGS
CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
5.1 SUMMARY OF FINDINGS
5.2 CONCLUSION
5.3 RECOMMENDATION
5.4 LIMITATIONS OF THE STUDY
5.5 SUGGESTIONS FOR FURTHER STUDIES
REFERENCES
Research Objectives and Themes
This study investigates the impact of curriculum changes on the teaching and learning of history in senior secondary schools within the Jos South Local Government Area of Plateau State, Nigeria. The primary goal is to determine how curriculum reforms influence teaching methodologies, teacher mastery of subject matter, and the availability of essential instructional resources.
- The relationship between curriculum reform and necessary changes in pedagogical methods.
- The effect of frequent curriculum updates on teacher competency and subject mastery.
- The availability and adequacy of instructional materials for effective history teaching.
- Challenges faced by teachers and school administrators in implementing new curriculum policies.
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1.1 BACKGROUND OF THE STUDY
The teaching of history as a discipline has a long tradition in the world and it is instrument par excellence for national development according to National Policy on Education (FRN, 2013) and forging international cooperation and integration. History as a subject falls within the General Arts, and has for a long time, enjoyed a place in many African school curriculum especially Nigeria (Boadu, 2016). The teaching of history in Nigeria could be traced informally to the pre-colonial days when parents and elderly persons recounted the past of their communities to the younger generation through folktales, music, and other art forms. These were chief means of conveying invaluable lessons and values that were highly cherished in traditional societies. The teaching of history took a formal turn in the colonial period when it was taught in the schools established by the missionaries and those established by the British colonial officials.
The long existence of history in the Nigerian school curriculum could be as a result of the numerous purposes that it serves. 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). With the seemingly importunate problems society is subjected to, especially in the 21st Century, the utility of history cannot be overlooked as most of the current problems facing society have deep-lying historical genesis.
Summary of Chapters
CHAPTER ONE: INTRODUCTION: Outlines the historical context of history teaching in Nigeria, the problem statement regarding curriculum implementation, and the research objectives.
CHAPTER TWO: LITERATURE REVIEW: Examines concepts of history and curriculum, different types of curriculum design, and the challenges associated with implementing educational reforms in Nigeria.
CHAPTER THREE: METHOD AND PROCEDURE: Details the descriptive research design, population, sampling techniques, and data collection instruments (questionnaire and interview) used in the study.
CHAPTER FOUR: RESULTS AND DISCUSSION: Presents the findings regarding teacher responses to curriculum changes, their mastery of the subject, and the availability of instructional materials in schools.
CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION: Summarizes the key research findings, provides conclusions on the state of history teaching, and offers recommendations for educational stakeholders.
Keywords
Curriculum Change, History Education, Secondary Schools, Nigeria, Pedagogy, Instructional Materials, Teacher Competency, National Development, Education Policy, Classroom Management, Teacher Professional Development, Educational Reform.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on investigating how curriculum changes affect the teaching and learning of history in senior secondary schools within the Jos South Local Government Area.
What are the central thematic fields covered?
The study covers curriculum design, pedagogical methods, teacher preparedness, the availability of instructional resources, and the challenges of implementing national education policies.
What is the core research objective?
The objective is to assess the relationship between curriculum reform and its real-world implementation, specifically looking at teaching methods, subject mastery, and resource adequacy.
Which scientific methodology is utilized?
The study employs a descriptive research design with a convergent parallel mixed-method approach, utilizing both questionnaires and structured interviews for data collection.
What does the main body of the work address?
The main body reviews existing literature on curriculum evolution, presents empirical data from teachers and principals in the study area, and discusses findings related to curriculum implementation hurdles.
Which keywords characterize this work?
Key terms include curriculum change, history education, secondary schools, Nigeria, pedagogy, teacher competency, and educational reform.
How do teachers perceive the pace of curriculum changes?
Teachers reported that curriculum changes occur too rapidly, causing confusion and forcing them to prioritize compliance over effective teaching practices.
What role does the government play in the reported resource issues?
The findings indicate a lack of government support, specifically in the provision of textbooks and adequate instructional facilities, which hinders the successful implementation of new curriculum standards.
Why do teachers struggle with subject mastery during reforms?
Teachers indicated they lack access to professional development workshops and seminars, which prevents them from acquiring the new skills necessary to teach updated curriculum content effectively.
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- Abubakar Nyamida (Autor:in), 2020, Curriculum Change and Its Impact on the Teaching and Learning Process of History on Secondary School Students, München, GRIN Verlag, https://www.grin.com/document/889321
