An Investigation of History Teaching in Ethiopian Senior Secondary Schools: Historical Perspective and Current StatuB

No Thumbnail Available



Journal Title

Journal ISSN

Volume Title


Addis Ababa University


The study was conducted to investigate the teaching of history with respect to four associated problema, viz., the basic reasoning for the placement of history in the senior secondary school curriculum, the practices and processes o£ syllabus development, the teaching strategies, methods and techniques, and the teaching materials used both in t he past and the present. To this end both historical and descriptive survey research techniques were employed. The historical research attempted to investigate what happened and why it happened in a definite chronological period. It indicated trends, de~elo-pments, phases_lor p.arspec_LLves o£_ teaching in Ethiopian senior secondary schools. Main findings of the historical study were: (i) The inclusion of history in the senior secondary school curriculum was a concomitant development with the beginning of secondary education in the country; <ii) At the earlier stage the history syllabi were solely constructed by subject specialists; (iii) Before 1963 the teaching of history was not aimed at enabling students to know something about their own country; (iv) except the 1967 syllabus, all other syllabi reflected the traditional view of history teaching; the objectives of the syllabi were the acquisition of knowledge; the view of history reckoned that studente shou ld learn history to know about the past and history teach1nq emphasized on the transmission of information. The descriptive-survey research attempted to descr1be the present status of history teaching, ~ith particular reference to the senior secondary schoole of Addis Ababa. The findings of thie descriptive study are mostly reflective of the situation in these schools . The descriptive-survey derived data from a questionnaire, interviews and a classroom observation. The data obtained from the questionnaire were tabulated and presented in tables expressed in numbers and percentages. The views of the interviewees were used to substantiate the interpretation, analysis and the discussion wherever deemed necessary. The frequencies of the categories embodied in the observation schedule were expressed as average lesson percentages. To determine variation among the observed teachers in using the categories, a two-way analysis of variance (teacher by visit) was carried out. Main findings of the descriptive-survey research were : i) Schoo l administrators and principals seem to hold an assumption that anyone who could read and understand what is presented in the textbook could teach history; i i) There is a high level of dissatisfaction among history teachers with the quality of the current educational proviBions; iii) history teaching is highly te~tbook oriented; iv) the size of the hi story classroom i8 found to be big. A large-group instruction with e~poeitory teach1ng strategy predominates the history classroom. There ls no significant difference among teachers



An Inveatigation o£ Hiatory Teaching In Ethiopian