HISTORY

here are different subjects taught at secondary school level in
Nigeria that are deemed essential in contributing to personal, societal and national development, international cooperation, integration and academic achievement. These subjects’ ranges from pre-vocational, sciences, technical, humanities and art subjects which are recognized as genuine fields of academic scholarship. History as a subject fall within the general art and has for a long time enjoyed a place in Nigeria’s school curriculum especially in senior secondary level It can be likened to a nation living without memories or brain hence the need for teaching and learning of History to be taken seriously as it has the capacity to destroy the country’s younger generation and future workforce (Animba, 2021). The study of history is very important to any society. It helps a people to know more about itself by promoting the people’s understanding of their past, in terms of both internal and external relationship. Commenting on the importance of history, Omolewa (2015) 4 asserts that “history is a vast umbrella subject. It encompasses all disciplines, not just political and cultural history. It therefore includes literature, religion, the social and natural sciences, the arts, technology, and mathematics. To be ignorant of the political and cultural history of a people is also to be ignorant of the contributions of that people to all areas of intellectual activity”. 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

This study assessed challenges faced by undergraduates during teaching practice; a case study of 2019/2020 teaching practice exercise of the Faculty of Education, University of Benin, Benin City. Five research questions were raised to guide the study. Concepts related to the study were reviewed as contained in literature. A descriptive survey design was adopted for the study. The population of the study comprised of 300 and 400 level undergraduate students in the department of Educational Foundation (History Education) in the 2019/2020 academic session. The total population was one hundred and fifty-seven (157) and was taken as the sample size since it is of manageable size. Data were collected using a structured questionnaire titled “Challenges of Undergraduates during teaching practice: A case study of history students, University of Benin, Benin City”. The finding revealed that; Instructional aids constitute a major challenge to teaching practice experience of History Education undergraduates. Factors
such as ill-equipped library, deficit instructional materials and the need to
improvise were identified, it also reveal that supervision constituted a challenge. Factors such as low supervisor-undergraduates ratio was identified as a challenge. However, supervisor being an expert in history, supervisors not showing up on time and non-interactive nature of supervisor were not considered as challenges

This research work focuses and seeks to achieve the goal of explaining and analyzing the pre-colonial past of the Ibusa community since its foundation. Even though much attempts have not been made to give a vivid and clear-cut description of the rich culture of these distinct Igbo group, it is evident that the Ibusa community had an organized pattern and way of doing things before their interactions and colonial dominations by the Europeans. Ibusa as an Igbo community in Delta State was born out of some certain migrations that took place several years as far back as 1450. These movements formed the present day Anioma group as identified by Onuejeogwu who was supported by Egwu.1 Ibusa is a classic example of bipartite social structure formed by two different settlement histories occurring at fairly close intervals. Ibusa thus is a federation of two autonomous communities that have different origins.2 It is a town situated between the Igbo and Edo. It is also a town lying in the midst of people claiming to have both Igbo and Edo blood in them. This is the situation Ibusa, a town now situated in today’s Delta State; south-southern part of the country has found itself geographically

The purpose of this research is on the extent of the use of instructional materials for effective teaching learning of History in Orsu Local Government Area of Imo state. This study reviewed works of several authors. To guide the study, four research questions were raised which are outlined thus, what are the types of instructional materials being used in teaching Senior Secondary School History in Orsu Local Government Area of Imo state? What are the problems faced by History teachers using instructional materials in teaching Senior Secondary
School History in Orsu Local Government Area of Imo state? What is the extent of availability of instructional materials in the teaching and learning of History in the secondary schools in Orsu Local Government Area of Imo state? How can the Factors and Problems affecting the use of instructional materials in Orsu Local Government be resolved?
The descriptive survey research design was used for this study. The population
of this study consists of the adult all adult learning centre in Imo metropolis. The population of the study comprised of two thousand six hundred and twenty- nine students (2,629) in the twenty (20) secondary senior schools in Orsu Local
Government Area of Imo state.The data collated were analyzed using simple
percentage.

This study seeks to provide the manifestation of palm wine tapping in Nigeria, particularly to the Ika people and the various activities applied in the era till date. Since the pre-colonial era, palm wine is enjoyed in Nigeria as a drink of entertainment in festivals and other ceremonies by guests and other individuals, in Ika community. Palm wine is one major drink that is recognized traditionally for events such as marriage rites, funerals and other socio-cultural activities. The context of palm wine tapping has given a facelift to our knowledge of the overview concept of the Ika people and their economic activities prior to this time. Chinua Achebe in his work “Things Fall Apart” describes palm wine as a prestigious drink which was always drank by the major character Okonkwo, including the wealthiest and most respected elders in the village The economic importance of the Ika people is solely dependent on agriculture, with that notwithstanding, the essence of palm wine which is gotten from palm raffia trees, has been a major source of income for the Ika people

This study assesses challenges of adopting Information and Communication Technology (ICT) in teaching history in higher institutions. Four research questions were raised to guide the study. The population comprised of history education students in University of Benin, Benin City. A sample of 150 was selected for the study. A descriptive survey research design was adopted. Data was collected using a structured questionnaire. The reliability of the instrument was ascertained and Cronbach alpha coefficient of 0.82 was obtained. The online survey method using Google Form was adopted in collecting data from respondents. Data collected was analyzed using descriptive statistics (mean and standard deviation). Results indicated that Internet and online databases did not constitute challenges to adopting ICT in teaching and learning history, there are qualified ICT instructors, however there are experiences/incidences of untrained ICT instructors and shortage of qualified ICT instructors, there are sufficient ICT classrooms/Building, there are occasions of poor teaching methods in using ICT for teaching history. The study recommended that university authorities should as a matter of policy provide regular training and retraining for ICT instructors, government should endevour to improve on manpower (ICT instructors) in other to ensure sufficiency and effective teaching and learning of history using ICT, instructors should endevour to engage the best teaching method so as to achieve the learning objectives and stimulate students’ interest in learning