HISTORY EDUCATION

This study explored how peer group influence affects students’ decisions to choose History as a course at the University of Benin, Nigeria. It examined peer interest, pressure, discussions, and approval or disapproval as key social factors influencing academic choices. Using a descriptive survey design, the study targeted 100 final-year History Education students from the Department of Educational Foundations. A census method was adopted, and data were collected through a validated, reliable questionnaire (Cronbach Alpha = 0.83) distributed via Google Forms on departmental WhatsApp groups. Findings showed that peer interest and discussions strongly shaped students' positive perceptions of History, often making the course more appealing. Peer discussions also helped reinforce the relevance of the discipline, indicating that academic choices are socially constructed. While peer encouragement and approval had moderate effects, peer disapproval appeared to have little influence, suggesting students maintained a degree of autonomy. The study recommends fostering structured peer interactions in academic settings to support informed course selection. It also emphasizes the need for educators and policymakers to value intrinsic motivation while recognizing the important role of peer networks in shaping academic decisions, particularly in less vocationally driven disciplines like History

This study was conducted to examine the factors affecting student performance in the study of history in higher institution a case study of the University of Benin. This study made use of the descriptive survey research design. The population of the study consisted One hundred (1,182) students which is also the sample respondents for the study. The instrument for data collection for this study was a self-constructed close-ended questionnaire the researcher's supervisors were part of the validation team. Data obtained from the study were analyzed using mean score analysis. It was found in this study that Students level of performance varies as a result of factors like strong analytical skills, teaching methods, complexity of historical analysis and ease of access to educational resources. Family, time management skills, student’s prior knowledge of history, quality of teaching, and personal motivation/interest in history are the factors responsible for the student performance in History in the university of Benin Students’ field trips, level of participation, use of modern technology, incorporation of global perspectives to history courses and the use of multimedia resources are innovative approaches that can be used to teach History in the university of Benin The student have access to the lecturers for academic and personal advice which fosters an open and supportive learning environment On the basis of the findings, it was concluded Students' performance in History at the University of Benin is influenced by various factors, including analytical skills, teaching methods, access to resources, and prior knowledge. Family background, time management, and personal motivation also play crucial roles. Innovative teaching methods such as field trips, modern technology, and multimedia resources enhance learning, while an open and supportive academic environment fosters better student engagement.