Teachers’ Perceptions of the Problems faced in the Teaching of History in Senior High Schools
Keywords:History syllabus, history teaching, history teachers, problems.
AbstractHistory is an important school subject which conveys invaluable lessons from the past and whose worth transcends regional, national and cultural boundaries. Such a subject needs to be taught well in order to make learners gain deep appreciation of the relevance of their learning. However, effective teaching of history in Ghanaian schools has long been blighted by problems and challenges that have often gone unaddressed. With little empirical literature emerging from Ghana, this study, drawing on 32 history teachers from 18 senior high schools, examined history teachers’ perceptions of the problems faced in the teaching of history in the Cape Coast metropolis and Komenda, Edina, Eguafo, Abrim district in the Central Region of Ghana. The descriptive cross-sectional research design was used for the study and data were collected through questionnaires. The study found that overloaded syllabus, insufficient human and material resources, lack of support for the subject and large classes were the major problems facing the teaching of history. Based on the findings, the study concluded that the problems confronting the teaching of history in the two districts are administrative and pedagogical in nature. On this conclusion, it was recommended, among others, that syllabus content should be integrated to make it sync with the period given for its implementation. Also, the necessary resources should be provided to enhance the teaching of the subject.
Adeyinka, A. A. (1989). Current problems of history teaching in some Nigerian senior secondary schools. Ilorin Journal of Education, 9(6), 55-63.
Bam, J. & Visser, P. (2002). A new history for a new South Africa. Cape Town: Kagiso.
Boadu, G., Awuah, M., Ababio, A. M. & Eduaquah, S. (2014). An examination of the use of technology in the teaching of history: A study of selected senior high schools in the Cape Coast metropolis, Ghana. International Journal of Learning, Teaching and Educational Research, 8(1), 187-214.
Cobbold, C. & Oppong, A. C. (2010a). Assessing instructional resources and methods of teaching history in senior high schools in the Central Region of Ghana. International Journal of Educational Leadership 3(3), 77 – 88.
Cobbold, C. & Oppong, A. C. (2010b). Re-echoing the place of history in the curriculum. International Journal of Educational Leadership, 3(3), 89-96.
Dwarko, D. A. (2007). History-our ailing subject: The need for revival in the 21st century. In D. E. K. Amenumey (Ed.), Challenges of education in Ghana in the 21st century (pp. 167-178). Accra: Woeli Publishing Services.
Fisher, D. (2000). History teaching with ICT: The 21st century’s ‘gift of Prometheus’? ACE Research Papers, 7, 46-58.
Fraenkel, J. R. & Wallen, N. E. (2000). How to design and evaluate research in education (4th ed.). Boston: McGraw-Hill.
Ministry of Education (2010). Teaching syllabus for history. Accra: Curriculum Research and Development Division.
Oppong, A. C. (2009). An evaluation of the teaching and learning of history in senior high schools in the Central Region of Ghana. (Unpublished masters thesis), University of Cape Coast, Ghana.
Rono, D. (2015). Constraints on effective history and government instruction in secondary schools in Bomet district, Rift-Valley province in Kenya. (Unpublished masters thesis), Moi University, Kenya.
Ruto, Z. J. (2013). The role of teacher characteristics and managerial support in implementation of history and government curriculum in Wareng district, Kenya. International Journal of Management and Sustainability, 2(4), 86-96.
Ruto, Z. J. & Ndaloh, A. M. (2013). The impact of secondary school teachers’ attitudes and challenges on the teaching and learning of history and government in Wareng district, Kenya. Journal of Emerging Trends in Educational Research and Policy Studies, 4(2), 369-374.
Taylor, T. & Young, C. (2003). Making history: A Guide for the teaching and learning of history in Australian schools. Canberra: Commonwealth of Australia.
Yilmaz, K. (2008). A vision of history teaching and learning: Thoughts on history education in secondary schools. The High School Journal, 37-46.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).