An appraisal of the teaching of Nigerian history in secondary schools in Kankara LGA, Katsina State.
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Background of the Study
The teaching of Nigerian history in secondary schools plays a crucial role in shaping students’ national identity and fostering a sense of belonging. In Kankara LGA, Katsina State, the curriculum is designed to expose students to the rich and diverse historical narratives of Nigeria. However, challenges persist in delivering this subject effectively. The traditional pedagogical approaches, which often rely heavily on rote learning and textbook-based instruction, may not fully engage students or encourage critical analysis of historical events (Oluwole, 2023). Recent trends indicate that innovative teaching methodologies, including interactive and multimedia approaches, have the potential to enhance students’ understanding and appreciation of Nigerian history (Adeniyi, 2024). Despite these possibilities, many secondary schools in Kankara LGA continue to employ conventional methods, resulting in a diminished interest among students. Furthermore, there is a growing concern that the current curriculum does not adequately address the complexities of Nigeria’s historical evolution, thereby oversimplifying key events and figures (Yakubu, 2023). In addition, the shortage of well-trained history teachers and limited access to supplementary instructional materials contribute to the challenges faced in delivering the subject effectively. The background of this study highlights the need for a comprehensive appraisal of how Nigerian history is taught in secondary schools in Kankara LGA. It is essential to explore the extent to which teaching methodologies, curriculum content, and resource availability influence students’ engagement and learning outcomes. By identifying the strengths and weaknesses in the current approach, the study aims to provide recommendations for curricular and pedagogical reforms that can make the teaching of Nigerian history more relevant and engaging for students. This evaluation is critical for ensuring that the subject contributes meaningfully to the development of informed and critically aware citizens who appreciate the historical foundations of their nation (Chinedu, 2025).
Statement of the Problem
The teaching of Nigerian history in secondary schools in Kankara LGA faces several challenges that undermine its effectiveness. One of the primary issues is the reliance on outdated pedagogical methods that prioritize memorization over critical thinking and historical analysis. This traditional approach often fails to capture the complexities of Nigeria’s diverse historical narratives, resulting in superficial understanding among students (Ibrahim, 2023). Additionally, there is an evident shortage of adequately trained history teachers who are capable of delivering the subject in an engaging and analytical manner. The lack of interactive teaching tools and supplementary materials further exacerbates the problem, making it difficult for students to connect with the subject matter on a deeper level. Moreover, the curriculum itself has been criticized for not reflecting the full spectrum of Nigeria’s historical experiences, with significant events and perspectives often omitted or oversimplified. This incomplete representation of history not only diminishes students’ interest but also limits their ability to critically assess the socio-political dynamics of the nation. The problem is compounded by inadequate infrastructural support, such as poorly equipped libraries and insufficient access to digital resources, which further restricts the opportunities for enriched learning experiences. As a result, the overall quality of history education in these schools is compromised, leaving students underprepared to appreciate the significance of Nigeria’s historical legacy. Addressing these issues is essential for improving the teaching and learning of Nigerian history, thereby fostering a more informed and critically engaged citizenry (Uche, 2024). This study, therefore, seeks to explore the underlying challenges in the teaching of Nigerian history and to propose feasible strategies for curricular and pedagogical improvement in Kankara LGA.
Objectives of the Study
- To evaluate the current methodologies used in teaching Nigerian history.
- To identify challenges affecting the effective delivery of Nigerian history in secondary schools.
- To recommend reforms for improving student engagement and understanding of Nigerian history.
Research Questions
- How effective are current teaching methods in conveying Nigerian history in secondary schools?
- What are the key challenges in teaching Nigerian history in Kankara LGA?
- What strategies can enhance the teaching and learning of Nigerian history?
Research Hypotheses
- Traditional teaching methods negatively affect students’ engagement with Nigerian history.
- There is a significant relationship between teacher training and the effective teaching of Nigerian history.
- The availability of modern instructional resources positively influences students’ understanding of Nigerian history.
Significance of the Study
This study is significant as it appraises the teaching practices of Nigerian history in secondary schools, providing insights into the challenges and potential improvements needed to enhance student engagement. The findings will benefit educators, curriculum developers, and policymakers by offering evidence-based recommendations for innovative teaching strategies and resource allocation. Ultimately, the study aims to foster a deeper understanding of Nigeria’s historical legacy among students, contributing to the development of informed citizens who are capable of critical analysis and national pride (Afolabi, 2023).
Scope and Limitations of the Study
The study is limited to secondary schools in Kankara LGA, Katsina State, focusing exclusively on the teaching of Nigerian history. Limitations include potential biases in teacher self-reporting and variations in school resources.
Definitions of Terms
- Nigerian History: The recorded historical events, cultural narratives, and significant milestones that have shaped Nigeria.
- Secondary Schools: Educational institutions providing education to students typically between the ages of 12 and 18.
- Pedagogical Methods: The strategies and approaches employed by teachers to facilitate learning.
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