1.0 Introduction
1.1 Background of Study
In recent years, there has been a renewed interest in the role of history education in Nigerian colleges. Efforts have been made to revitalize the history curriculum, address outdated materials, and incorporate more relevant and engaging content (Ige, 2014). Despite these efforts, challenges remain, including issues related to inadequate resources, insufficient professional development for history educators, and a perceived disconnect between historical content and contemporary issues (Ogunyemi, 2016).
In Nigerian colleges of education, history is a core subject for student-teachers pursuing a career in education. This subject is designed to provide future educators with a comprehensive understanding of historical events, perspectives, and methodologies, equipping them with the knowledge and skills necessary to teach history effectively in schools (Eze, 2011). However, the perceptions of student-teachers towards history education can significantly influence their engagement with the subject and their future teaching practices.
In the 1970s and 1980s, Nigerian education policies emphasized the importance of history in developing a well-rounded education. The National Policy on Education (NPE), first introduced in 1977, highlighted the role of history in promoting national integration and understanding (Federal Republic of Nigeria, 2004). During this period, history was considered a critical subject in teacher training programs, and Nigerian colleges of education incorporated history as a key component of their curricula.
However, the 1990s and early 2000s saw shifts in educational priorities, with increasing focus on subjects perceived as more directly relevant to economic development, such as science and technology (Akanbi, 2007). This shift led to reduced emphasis on history education, both in terms of curriculum content and the resources allocated to teaching the subject. As a result, there were concerns about the diminishing importance of history in teacher preparation and the impact on student-teachers' perceptions of the subject (Okpala, 2009).
Historically, Nigerian education policies have fluctuated between prioritizing historical content and focusing on other subjects deemed more relevant to contemporary needs. This shifting emphasis has impacted the development and delivery of history education, leading to varying levels of enthusiasm and commitment among student-teachers. Studies have shown that the quality of history education in Nigerian colleges can be affected by factors such as inadequate resources, outdated curricula, and a perceived disconnect between historical content and contemporary issues (Ogunyemi, 2016).
History education refers to the instruction and learning of historical content, methodologies, and interpretations within the academic curriculum. In Nigerian colleges, this involves the study of historical events, figures, and historiography as part of the teacher training program (Gordon, 2010). Studies have shown that student-teachers' attitudes and perceptions towards a subject can significantly impact their learning experiences and future teaching practices (Kane, Sandretto, & Heath, 2002). Positive perceptions can lead to higher levels of engagement, motivation, and commitment, whereas negative perceptions can result in disinterest and a lack of enthusiasm. in the context of history education, these perceptions are influenced by various factors, including the availability of resources, the quality of teaching, and the perceived relevance of the subject to contemporary issues.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Perception of the Student-Teacher's on the Study of History in Nigerian Colleges of Education.
1.2 Statement of Problems
Investigation revealed that there is perceived irrelevance of the history curriculum to contemporary issues and future teaching practices. Many student-teachers express concerns that the current history curriculum does not adequately address modern educational needs or align with practical teaching requirements (Ogunyemi, 2016). This disconnect can lead to decreased motivation and engagement among student-teachers, potentially affecting their future effectiveness as educators.
Another problem is the inadequate resources and support available for history education. Student-teachers often report a lack of up-to-date textbooks, teaching aids, and technological tools necessary for effective history instruction (Afolabi & Ogunleye, 2020). This scarcity of resources hinders their ability to deliver engaging and comprehensive history lessons, impacting their overall learning experience and preparation for the classroom.
Additionally, the quality of history instruction and the professional development opportunities for history educators are often insufficient. Many colleges of education struggle with a shortage of qualified history instructors who can provide high-quality teaching and mentorship (Ige, 2014). The lack of ongoing professional development for history teachers further exacerbates this issue, limiting their ability to stay current with best practices and innovations in history education.
The fluctuating educational policies and curricular reforms also contribute to the problems faced by student-teachers. Changes in educational policies and curricula can lead to instability and uncertainty in the teaching of history, affecting both the delivery of the subject and the perceptions of student-teachers (Ogundele, 2012). These frequent changes can create confusion and disrupt the continuity of history education, making it challenging for student-teachers to develop a consistent and coherent understanding of the subject. Hence, it is against this backdrop that this study aims to examine the perception of the student-teacher's on the study of history in nigerian colleges of education.
1.3 Aim and Objectives of Study
The aim of the study is to examine the Perception of the Student-Teacher's on the Study of History in Nigerian Colleges of Education. In achieving this aim, the following specific objectives were laid out as follows:
- To explore the motivations of student-teachers for choosing history as a subject and their future aspirations related to teaching history;
- To evaluate the challenges faced by student-teachers in studying history and how these challenges impact their learning experience;
- To identify the key factors influencing student-teachers' engagement with the history curriculum; and
- To provide recommendations for improving the history curriculum and instructional support in Nigerian colleges of education based on the findings.
1.4 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What are the overall attitudes of student-teachers towards the study of history in Nigerian colleges of education?
- What factors influence student-teachers' engagement with the history curriculum in Nigerian colleges of education?
- What motivates student-teachers to study history, and how do their motivations align with their future career aspirations?
- What challenges do student-teachers face in studying history, and how do these challenges affect their learning experience?
- What recommendations can be made to improve the history curriculum and instructional support for student-teachers in Nigerian colleges of education based on their perceptions and experiences?
1.5 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant positive correlation between student-teachers' attitudes towards the study of history and their level of engagement with the history curriculum.
- H1: There is a significant positive correlation between student-teachers' attitudes towards the study of history and their level of engagement with the history curriculum.
Hypothesis Two
- H0: The availability of resources and quality of teaching methods are not significantly related to student-teachers' perceptions of the relevance of the history curriculum.
- H1: The availability of resources and quality of teaching methods are significantly related to student-teachers' perceptions of the relevance of the history curriculum.
Hypothesis Three
- H0: Student-teachers' motivations for choosing history as a subject are not significantly associated with their future career aspirations in teaching history.
- H1: Student-teachers' motivations for choosing history as a subject are significantly associated with their future career aspirations in teaching history.
1.6 Significance of Study
The significance of examining the perceptions of student-teachers on the study of history in Nigerian colleges of education will extend to various stakeholders involved in the educational sector.
- Policymakers will gain valuable insights into the effectiveness and relevance of the history curriculum, allowing for informed decisions on curriculum reforms and resource allocation.
- Educators and curriculum developers will benefit from understanding the challenges and needs of student-teachers, which will aid in designing more engaging and effective history education programs.
- Student-teachers themselves will have their voices heard, leading to potential improvements in their learning experience and greater alignment between their educational goals and career aspirations.
- Additionally, educational institutions will be able to enhance their support structures and teaching methodologies based on the feedback received, contributing to overall improvements in the quality of history education.
- Finally, future students will indirectly benefit from a more refined and responsive history curriculum that better prepares their teachers and fosters a deeper appreciation for the subject.
1.7 Scope of Study
The study focuses on the Perception of the Student-Teacher's on the Study of History in Nigerian Colleges of Education using College of Education Ekiadolor-Benin, Benin City in Edo State as a case study.
1.8 Limitations of the Study
Students studying the perception of student-teachers on the study of history in Nigerian colleges of education face several limitations. One major limitation is the potential for response bias, where student-teachers might provide socially desirable answers rather than their true opinions. This could skew the findings and affect the accuracy of the study.
Another limitation is the availability of comprehensive and up-to-date data. Access to current and relevant information about the history curriculum and its implementation can be challenging, impacting the depth of analysis and the relevance of findings.
Resource constraints can also affect the study. Limited access to academic resources, such as textbooks and teaching materials, may hinder students' ability to conduct thorough research and analyze the data effectively.
Additionally, there may be a lack of uniformity in the history curriculum across different colleges, leading to variations in student-teachers' perceptions. This inconsistency can complicate the study's ability to generalize findings across all Nigerian colleges of education.
Finally, logistical challenges, such as difficulties in coordinating with a diverse group of participants and managing large amounts of data, can pose obstacles to conducting a comprehensive study. These issues may affect the reliability and validity of the research outcomes.
1.9 Definition of Terms
For the study on "Perception of the Student-Teachers on the Study of History in Nigerian Colleges of Education," the following definitions of terms are relevant:
Perception: In this context, perception refers to the attitudes, beliefs, and opinions held by student-teachers regarding the study of history. It encompasses their views on the relevance, challenges, and effectiveness of the history curriculum and instruction (Ajzen, 1991).
Student-Teacher: A student-teacher is an individual currently enrolled in a Nigerian college of education who is preparing to become a professional educator. This role involves both academic study and practical teaching experience as part of their training (Foster, 2006).
History Education: History education refers to the instruction and learning of historical content, methodologies, and interpretations within the academic curriculum. In Nigerian colleges, this involves the study of historical events, figures, and historiography as part of the teacher training program (Gordon, 2010).
Nigerian Colleges of Education: These are tertiary institutions in Nigeria that provide specialized training for individuals aiming to become educators. They offer programs designed to prepare students for teaching roles in primary and secondary schools, including training in various subjects such as history (National Commission for Colleges of Education, 2018).
Curriculum: The curriculum refers to the set of courses, content, and materials used in teaching history within Nigerian colleges of education. It includes the planned and organized set of learning experiences designed to educate student-teachers about historical knowledge and pedagogy (Pinar, 2012).
