An Investigation of History T aching In Ethiopian Senior Secondary School: Historical Perspectives and Current Status
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Date
1992-06
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Publisher
Addis Ababa Universty
Abstract
Th udy was conducted to 1T1V tigate the teaching o:f
his ory i th respect 0 :four d problems, viz., the
bas1c reasoning:fo the place nt o:f his ory in the senior
cond ry school curriculu, th pr ct c sand p ocesaes o:f
yll u. develop en, he teaching strategies, hods and
chn ques, and the eaching materials us d both in the pas and
h pre n. To this nd both historic land descrip ive- urvey
research techniques were employed. The historic 1 earch
att mpted to 1nvest1gate what happen d nd hy it happened in a
d :f n1te chronological period. It indicated trends,
dev lop nts, phas , or perspectives o:f past hi tory teach1ng
1n Eth op1an senior condary chools. Main :findings o:f the
historical study were: (i) The 1ncl usion o:f h1stor y in the
en10r secondary school curriculum vas a conca i tant develop en
with the beginning o:f secondary education in the country; (ii)
At the earlier stage the h1story syllab1 were solely constructed
by subJect specialists; (iii) Be:fore 1963 the teaching o:f
history vas not a1 ed at enabling students to know so ething
about their 0 n country; (iv) except the 1967 syllabus, all
other yllabi re:fl cted the traditional vie o:f his ory
te ching; the object1ves o:f the syllabi were the acquisi ion o:f
knowledge; the view o:f history reckoned that tudents should
learn h s ory to know about the past and history teaching
e phasiz d on the transmission o:f 1n:formation.
The descriptive-survey research atte pted to describe the
present status o:f history teaching, with particular re:ference to
the senior secondary schools o:f Addis Ababa. The :findings o:f
this descr1ptiv study are mostly re:flective o:f he situat on in
thes chools. The descriptive-survey del" ved data :fro a
questionnaire, 1nterv1evs and a classroo observation. The deta
obtained :from the quest onneire were tabulated and pre nted 1n
tables expressed in nu bers and perc en ages. The views o:f he
interviewee ere used to substantiate the int :cpretation,
aTialy is and the discussion wherever deemed Tlecessar"y. The
.~requ nci S o:f he categor1es embodied in the 0 servation
chedule expressed as average les on percentages. To
d r irl<:." v r"1at on among the obse:cv d t achers in us ng the
e t gori a, to-way n ly is of ar anc (te cher by v1sit)
e rri d out.. if) :findings of the descriptive-survey
roh v :ce: i) School dministr tor nd princ1pal to
n su ption th t anyon wto could d nd und rand
i pr ented in th textbook could teach h1story; )
high level o:f di ati f c on among history te cher
qu lity o:f h curl" n" ducational prov1B10ns; ii1) h
t· ching h1gh y t x book orient d; 'v) h iz
his 0 yes roo i :found to be big. A 1 rge group in
with xpository ching s r tegy predo in tes th 0
cl Th r is no ~ gni:ficant di :f r nce ong t ch s
xpo i ory t t gy (F = .48, 9 d:f, P < 0.001).
Description
Keywords
History Teaching