FACULTY OF EDUCATION
DEPARTMENT OF APPLIED EDUCATION
RESEARCH PROPOSAL
NAME:
TSITSI CHIVORISE
REG NUMBER:
R152750E
LEVEL:
4:1
PROGRAMME:
H.B.E.D HISTORY
PHONE NUMBER:
0782176728
TOPIC:
An investigation on different perceptions in the teaching and learning of history at the upper secondary
school level in Harare, Zimbabwe a country in southern Africa: A case of Roosevelt Girls High.
SUPERVISOR
MRS. MATOPE
1.1 INTRODUCTION
The project is going to investigate perceptions of teaching and learning of history at the upper secondary
school level in Harare, Zimbabwe a country in southern Africa: A case of Roosevelt Girls High. The
researcher seeks to describe the background of the study, will also formulate research questions and state
the research problem. The researcher will then identify the place where the research is going to be carried
out and define key terms of the research topic.
1.2 BACK GROUND OF THE STUDY
History is one of those subjects on the school curriculum in most schools in Zimbabwe that has
consistently suffered from negative perceptions by both teachers and learners. Leaners with little or no
exposure to the subject often make comments to suggest that history is boring and is no longer relevant to
the contemporary life. Student perceptions of history may also be shaped by factors outside the
classroom. Such factors include a general perception that history is dull and boring and has little or no
relevance to present-day existence. There is also the view that studying history offers little prospect for
future advancement except, perhaps, in the field of teaching. Whether this is actually true or not, the fact
remains that such a perception helps to shape students’ conceptions of history and impacts significantly
on the subsequent learning of the subject.
Teachers on the other hand blame negative perception in history to the manner in which it
taught. This includes lack of teaching-learning resources (TLRs) such as audio-visual materials are
seen to be the major perception why the majority of teachers saw it as a very serious problem why
history is said to be boring and dull. Also, unavailability of audio materials was deemed as a serious
problem .These vies suggest that to the teachers (TLRs) importantly, audio, visual, and audio-visual
materials were not available for their use in the teaching of history. The absence of these TLRs
recommended for the teaching of history insinuates that history lessons taught by the teachers lost some
shine in terms of engaging learners and sustaining their interests. The reason is that these resources appeal
to learners’ emotions and intellect, give them a true picture of the historic past and enable them to
appreciate the ‘how’s’ and ‘whys’ of past happenings. The unavailability of these resources do not only
reduce the effectiveness of the teaching and learning process but also make history lesson abstract
hence the notion why students argue that history is dull and boring .Moreover the inadequate
number of history teachers, therefore, poses a threat to the quality of instructor-student interaction. Rono
(2015) and Ruto and Ndaloh (2013) obtained similar findings in their studies that there was a limited
number of history teachers despite the large number of students in schools. This suggests that the state of
supervision was poor in the schools. The implication is that the canons of teacher and instructional
quality, which include performance monitoring, information sharing, goal attainment, and professional
growth were likely not to be observed and this posed a threat to the effective teaching of history.
Teachers also indicated that there is insufficient instructional time. The history syllabus
recommends that history be allocated six instructional periods per week, with each period
consisting
45 minutes. In spite of this provision, teachers felt that the instructional time allocated for history
was not enough for the coverage of the syllabus. It might be that the time allotted for history was
considered insufficient because of the overloaded nature of the syllabus as history has a lot of
content and needs more explanations. This finding, hence, resonates with the revelations of
Cobbold & Oppong (2010a) and Rono (2015) that the number of periods allocated for history
was inadequate for the entire syllabus to be covered. Lack of lack of incentives is another
problem teachers considered as hampering the teaching of history.
1.1 Statement of the problem
Different perceptions by learners and teachers are steaming from different factors highlighted in
the background hence calls for the need to bridge the gap between the two. the factors includes
that history is dull and boring and has little or no relevance to present-day existence, also the view that
studying history offers little prospect for future advancement except, perhaps, in the field of teaching, this
notion is argued with different people with little or no exposure to the subject This calls for the
study of different perceptions in teaching and learning of history at lower and upper secondary
level.
SIGNIFICANCE OF THE STUDY
The purpose of this study will be to discover the perceptions of upper secondary school students (Fifth
and Sixth Form) with regard to the subject of history and the extent to which their perceptions coincide
with popular views on the subject. This will add to the body of knowledge in history. The study will also
examine students’ perceptions of the history curriculum and how this is derived from the teaching
methodologies employed in the teaching and learning of history. This will help facilitators in the choice
of methodology to accommodate learners with negative perceptions about history
It will also explore possible external factors that influence students’ thinking about history and also what
teachers argue on the same notion. This will be important to the researcher, teaching staff where the
research will take place, Midlands state University students and citizens of Zimbabwe. To the researcher
it will take her to another level in her research efforts and the fact that after she completes her teaching
field she will be able to appreciate the benefits of studying history .To the teaching staff where the
research will be carried out the stakeholders perception will be revealed in the learning and understanding
of history and possible solutions will be revealed so that learners will enjoy history and the importance of
studying it at upper secondary level.
OBJECTIVES
1 .To investigate the perceptions of students in the learning of history in the, Lower Sixth, and Upper
Sixth Forms
2. Identify the teachers’ perception regarding negative perception of sixth and lower sixth forms.
3. Establish relationship between students’ perceptions of history and those of sixth form teachers.
Research Question
1 .What is the respondents’ perceptions of students in learning history in the Fifth, Lower Sixth, and
Upper Sixth Forms?
2. What are the teachers’ perception regarding negative perception of sixth and lower sixth forms.
3. Does a relationship exist between students’ perceptions of history and those of sixth form teachers?
1.4
Justification of the problem
History is one of those subjects on the school curriculum in most schools in Zimbabwe that has
consistently suffered from negative perceptions by both teachers and learners. Leaners with little or no
exposure to the subject often make comments to suggest that history is boring and is no longer relevant to
the contemporary life. Student perceptions of history may also be shaped by factors outside the
classroom. Such factors include a general perception that history is dull and boring and has little or no
relevance to present-day existence. There is also the view that studying history offers little prospect for
future advancement except, perhaps, in the field of teaching. Whether this is actually true or not, the fact
remains that such a perception helps to shape students’ conceptions of history and impacts significantly
on the subsequent learning of the subject.
1.5
Assumptions
The researcher assumes that learners from upper level (lower six and upper six) will have a
negative perception regarding history at upper level. The perceptions arise from the manner in
which the subject is taught and the fact they lack adequate background knowledge on the subject.
It is also assumed that teachers have observed and have knowledge regarding perception in
history.
1.6
Delimitations of the study
The researcher will focus on the perceptions of learning and teaching of history at Upper
secondary level at Upper level (advanced level) targeting Roosevelt Girls High school in Harare,
Zimbabwe a country in Southern Africa. It will be confined only to Roosevelt Girls High,
History teachers, upper students and the Administrators
1.5
Limitations of the study
The study is to be carried out on only one school in Harare and hence might not be representatives enough
to the national situation in Zimbabwe. This will be due to convenience and limited financial resources .
1.7.1 Definition of terms
1) Different – distinct , separate
2) Perception- the way in which something is regarded, understand or interpreted
3) Teaching – ideas or principles taught by and an authority
4) Learning-the acquisition of knowledge or skills through study , experience or being
taught
5) History- the study of past , present and future events particularly in human affairs
6) Lower and upper students – form 5 and 6
7) Secondary school- next step up from primary school.
1.1.0
Literature review
Introduction
The teaching of history in schools cannot be said to be without problems and challenges. The
problems and challenges stem from different perceptions in the teaching and learning of the
subject arising from different factors. Teachers and learners are affected differently and hence
have different perceptions in history which are going to be covered in the following.
Teachers’ perceptions on history
Some studies by Adeyinka, 1989; Cobbold & Oppong, 2010; Ruto, 2013 highlight several factors that
affect the teaching and learning of history. For instance, a study conducted by Adeyinka (1989) on the
problems of history teaching in some Southern African states secondary schools revealed that lack of
essential teaching aids was the most serious problem of history teaching as the majority 41 (56.9%) of
respondents regarded it as a very serious problem, 22 (30.6%) as serious, and 5 (6.9%) as an average
problem. Other problems revealed by the study were the absence of well-equipped libraries or history
rooms, large classes, inadequate motivation of teachers, and students’ low standard of written English.
Assessing the teaching and learning of history in the Zimbabwe , Cobbold & Oppong (2010a) found that
recommended methods were not used by history teachers in teaching the subject, and even those used
were not used appropriately. It was also revealed that instructional resources were not frequently used in
history lessons because such resources were either not available at all or were inadequate. Also, the
number of periods allocated for history on the school timetable was found to be inadequate for the entire
syllabus to be covered.
Ruto (2013) studied the challenges associated with the managerial support in the teaching of history and
government. It was found that most of the challenges associated with the teaching the subjects ranged
from inadequate instructional materials to teacher motivation. Even though schools were able to provide
support in the form of textbooks, maps, charts, and other instructional materials, such materials were not
adequate for teaching. Again, funds to support teaching and learning were found to be lacking as was the
opportunity for teachers to attend refresher courses to enhance the teaching of the subjects. Moreover,
teachers indicated that lack of motivation was a major challenge as well as head teachers’ underestimation
of the importance of history and government. The study concluded that managerial support for teachers
was inadequate in the procurement of instructional materials for teaching, recruitment of teachers,
provision of funds for seminars and workshops, and motivation of performing teachers.
In a similar study on secondary school teachers’ attitudes and challenges on the teaching and learning of
history and government, Ruto and Ndaloh (2013) revealed that the subjects were overloaded with more
topics than what teachers could cover. This was coupled with teachers’ feeling that the periods allocated
to the subjects were insufficient. The findings further showed that there were a limited number of history
and government teachers despite the large number of students. Besides, there were lack of history and
government sections in most school libraries, and even in schools which had history and government
sections in their libraries, these sections were not well stocked with relevant books and instructional
materials.
Boadu et al. (2014) in their study on the use of technology in the teaching of history in the Southern
Africa they found that though teachers were aware of the various technologies that could be used in the
teaching of history; they (teachers) used such technologies sparsely for instructional purposes. The study
reported that teachers’ positive perceptions about technology were not translated into practical use due
chiefly to the unavailability of most of the technological devices. This definitely took off some shine from
history lessons as the use of technologies such as overhead projectors, interactive boards, computers, etc.
contribute to making history less abstract and more meaningful to students. Rono (2015) also studied the
constraints on effective history and government instruction in secondary schools in the Bomet district in
Kenya and revealed several factors which affected the Teachers’ perceptions of the problems… effective
teaching of the subject. According to the study, a major constraint that hampered the effective teaching of
the subjects was the unavailability of instructional resources as there were challenges in purchasing
resources, especially textbooks. Again, the instructional periods allocated for the coverage of the syllabi
were found to be insufficient. Coupled with insufficient instructional time was lack of in-service training
of teachers on new methods of teaching, subject knowledge and materials and resources development.
Also, there was inadequate number of history and government teachers in most of the schools. It was also
reported that history and government lacked direct relevance to the job market and this negatively
affected how teachers taught the subjects.
Student’s perceptions on history
Students were also found to possess negative perceptions about the subject as they regarded history as a
compendium of facts to be memorized. Outstanding international figures such as Henry Ford and
Alexander Pope have also argued on the myth that history serves little purpose. While Alexander Pope
spoke of the eternal and perpetual uninterested of history, Henry Ford (1916). Another explanation for
students’ apparent lack of interest has to do with the manner in which history is taught in schools. In some
instances, history is presented to students as a compilation of facts and dates. In this approach, students
are required to memorize a mass of information and recall a series of facts about history. This view of
history contrasts sharply with the way historians see their work (Daniels, 1981; Marwick, 2001; Yilmaz,
2008). Unfortunately, students who perceive history as facts and dates often fail to appreciate history as a
discipline guided by particular rules of evidence. Such students generally do not appreciate the relevance
of history to their everyday lives.
While history teachers generally agree that there are many values and virtues to be gained from studying
the subject, not all students buy into the notion that history is essential to their understanding of who they
are. There are several explanations for this. One such explanation is that students enter into the secondary
school system with little or no background in the subject. This is due largely to the fact that history is not
part of the prescribed primary school curriculum; and while some students may obtain a knowledge of
history from educational films and selected television programmes, the only exposure a student is likely
to get to the subject might be oblique references to history in a social studies class.
The literature gives an idea of the issues that are affecting history teaching in some regions of Africa Key
challenges, as observed from the literature, arise from different perceptions attributed to the unavailability
of instructional resources, loaded syllabus and lack of administrative support for history teachers. With
little evidence emerging from Zimbabwe, a study of this kind becomes necessary as it would enlighten
school administrators and education officials on the challenges in history teaching in senior high schools
and the need for such challenges to be addressed. Again, the study would inform policy makers and
curriculum developers on the possible causes for the decline in the patronage of history as a school
subject for the purpose of ensuring quality in the history curriculum. It is hoped that the results would
contribute to the formulation of policies that would help position history as a keystone subject in
Zimbabwe’s educational system.
1.8 Methodology
Research design
Toronto (2003) states that a research design can be an arrangement of conditions for collection
and analysis of data in a manner that aims to provide relevance in the research purpose and it is
the conceptual structure within which research is conducted .All the issues involved in planning
and executing a research project from identifying the problems through to reporting and
publication of results (Avison 2005).It is a way of trying to find the purpose of the study and
methods used .The research will adopt a qualitative and quantitative analysis on the research
design .The type of research design used is the Case Study design because it allows an in depth
investigation of the problem at hand . Observations and questionnaires will be used.
SAMPLING
It is the process of selecting units, for example people, organization from or population of
interest so that by studying the sample you may fairly generalize your results back to the
population from which they were chosen.
1.4 Population and sample
This study will employ a mixed-method research design aimed at triangulating quantitative and
qualitative data obtained from questionnaires and focus group interviews. In the first stage, a
random sample will be drawn from a list of lower and upper students at Roosevelt Girls High.
These students will be assigned figures alphabetically i.e. from 001 to 200. A computer-generated
series of random numbers will be used to locate a sample size of thirty, out of a target population
of approximately 200 students.
1.5 Instruments
OBSERVATIONS
According to Hughes (2001) an observation is a process of observing something or someone
carefully in order to gain information practically on the ground .For a researcher to carry out
his/her observation he needs to be on the site where the study is being carried out .The researcher
gets the first hand information and thus making the research less biased.
Advantages of Observations.
 Researcher gathers reliable information.
 The researcher will obtain first-hand information.
 Observations are less expensive compared to other techniques.
 Observations compliment interviews.
 It allows a deeper insight into the research problem
Disadvantages of Observations
 Observed people may change their behaviour
 Participant observation avoids direct interference with the observed person.
 Some activities may occur when the observer is not present and this leads to biased
information
 It cannot directly observe attitudes and beliefs of the people.
 It is costly and time consuming.
QUESTIONNAIRES
According to Johnson (2007) a questionnaire is a research instrument which consists of a number
of questions and other prompts with the aim of gathering information from respondents .Harper
(2003) points out that a questionnaire is an important instrument for observing and recording
data beyond the physical reaction of the observer which can either be structured or unstructured
in with aim of recording information that is being researched upon. Questionnaires will be
constructed by the researcher so as to help get answers from the respondents. The questions will
be both open handed and closed questions.
Advantages of Questionnaires are that;
 They cover a wider area that is large amounts of information can be collected from a
large number of people in a short period of time.
 Both open handed and the closed questions can be mixed in the study.
 The questions can be pretested for satisfaction.
 The results of the questionnaires are usually quick and easily quantified by a researcher
Disadvantages of a Questionnaire
 Respondents might fail to understand the questions.
 It is difficult to tell if the respondent is being honest or not
 It can be expensive.
1.6 Data generation procedures
Data Presentation and Analysis.
The researcher will use tables, graphical presentation and pie charts on the presentation of data
that will show if the objectives of the research have been achieved. Three research questions set
the parameters for this study. The following is an analysis of each of these research questions.
Data Collection Procedures
Before carrying out the research the researcher will first seek permission from the Ministry and
the School .This will be done in compliance
with research ethics which bids a researcher to
seek permission from responsible authority before proceeding with the research.
PLAN OF WORK
Data will be analysed using a qualitative and quantitative approach .The research will make use
of questionnaires and observations as a way of collecting data.
1.7 Data management plan
I will employ statistical technics such as excel and SPSS to manage data collected.
1.8 Ethical considerations
The respondents will remain anonymous and data collected remain private and confidential.
Informed consent is the major ethical issue in conducting research it means that a person
knowingly, voluntarily and intelligently, and in a clear and manifest way, gives his consent. The
researcher is also to consider respecting for privacy because it is the freedom an individual has to
determine the time, extent and general circumstances under which private information will be
shared with or withheld from others. Confidentiality is another ethical consideration that the
researcher is going to consider .the researcher cannot reveal confidential information not even to
the members of the research team.
1.9 Summary
The research proposal has managed to discuss the background of the study, statement of the
problem, objectives of the study, research questions, significance of the study, assumptions, and
delimitations of the study and defined key terms of the study. This study explored students’
thinking about history to determine the extent to which these views coincided with popular
external views about the subject. Generally speaking, students rejected the notion that history is
boring and irrelevant to contemporary life. As a matter of fact, most upper secondary school
students regard history as a subject to be studied by all students in the education system. Still,
there seems to be some reluctance among students to pursue history at the post-secondary and
tertiary level. This apparent reluctance seems to be influenced by the perception that history becomes
increasingly cumbersome and details-laden as one advance in study.
The study also revealed a general weakness in student understanding of such concepts as historical
evidence, causation, and historical explanation. For example, while the majority of focus group
respondent’s naïvely regard history concepts as events of the past, only 3 out of 30 respondents were able
to identify historical concepts as ideas formulated about past events. Findings of the focus group
discussions revealed that students continued to offer single factor explanations for events in history.
Based on responses, it appears that students believe that an event is caused by one single factor, rather
than by a mix of factors. These findings reveal the need for greater emphasis to be placed on the teaching
REFERENCES.
Adeyinka, A (1990). Thinking historically: Narrative, imagination, and understanding. New
York, NY: College Entrance Examination Board.
Avison, T. A discussion of the values of history. Teaching History: A Journal of Methods,
13(1), 19–21
Boadu etal. (1998). Issues in the learning of history. Issues in Education, 4(2), 163–210.
Cobbold, T. and Oppong, S. (2010). Studying history: How and why. Englewood Cliffs, NJ:
Prentice-Hall.
Daniels, S. (1981) Maraaka T. Sociocultural approaches to young people’s historical
understanding. Social Education, 61(1), 28–31
Hughes, Y. (2001) . Teaching for historical understanding in inclusive classrooms. Learning
Disability Quarterly,