THE PROBLEMS AND PROSPECTS OF TEACHING HISTORY IN SECONDARY SCHOOLS IN NIGERIA. A CASE STUDY OF OVIA NORTH EAST LOCAL GOVERNMENT AREA OF EDO STATE
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Abstract
This study examines the challenges and prospects associated with teaching history in secondary schools in Nigeria, using the specific context of Ovia North East Local Government Area in Edo State as a case study. The research employs a descriptive research
design to explore the perceptions of both students and teachers regarding history education, focusing on the availability of rsources, the perceived importance of the subject, and the utilization of instructional materials in the classroom. Through the administration of a structured questionnaire to a sample of 100 respondents selected via simple random sampling, the study uncovers valuable insights. The findings highlight areas of consensus and divergence among participants. Notably, there is agreement among respondents regarding the accessibility of relevant history textbooks and resources, as well as the engagement and interest elicited by history lessons. However, a shared concern emerges regarding the limited integration of technology and multimedia resources, and a perceived disparity in the importance accorded to history compared to other subjects. The study also identifies encouraging prospects. Teachers express enthusiasm for leveraging technology and multimedia resources to enhance history education, promoting critical thinking skills, and incorporating primary sources to deepen students' historical understanding. However, opinions diverge on the subject's potential to foster a sense of identity and belonging among students. In conclusion, this research underscores the complex landscape of teaching history in Nigerian secondary schools, specifically within the Ovia North East Local Government Area.
design to explore the perceptions of both students and teachers regarding history education, focusing on the availability of rsources, the perceived importance of the subject, and the utilization of instructional materials in the classroom. Through the administration of a structured questionnaire to a sample of 100 respondents selected via simple random sampling, the study uncovers valuable insights. The findings highlight areas of consensus and divergence among participants. Notably, there is agreement among respondents regarding the accessibility of relevant history textbooks and resources, as well as the engagement and interest elicited by history lessons. However, a shared concern emerges regarding the limited integration of technology and multimedia resources, and a perceived disparity in the importance accorded to history compared to other subjects. The study also identifies encouraging prospects. Teachers express enthusiasm for leveraging technology and multimedia resources to enhance history education, promoting critical thinking skills, and incorporating primary sources to deepen students' historical understanding. However, opinions diverge on the subject's potential to foster a sense of identity and belonging among students. In conclusion, this research underscores the complex landscape of teaching history in Nigerian secondary schools, specifically within the Ovia North East Local Government Area.
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