Abstract
The study was conducted to determine the effects of constructivist instructional approaches of teaching on interest and achievement of NCE students in History of Education in South-East, Nigeria. In carrying out the study, six research questions were developed to guide the study while six null hypotheses were tested at p<0.05 level of significance. The study adopted quasi-experimental design. Two Colleges of Education were purposively selected from eight Colleges of Education for the study in South-East, Nigeria. The population of the study was 2817 NCE students from the eight Colleges of Education in South-East. Sample size for the study was 351 students from two Colleges of Education. The instruments used for data collection were History of Education Achievement Test (HEAT). History of Education Interest Scale (HEIS). The instruments were validated by experts and later trial tested in order to test their reliability. Kendall’s W reliability technique was used to test PRE and POST the reliability of History of Education Achievement Test (HEAT) and Correlation coefficient of 0.71 and 0.93 were obtained, while History of Education Interest Scale (HEIS) was tested using Cronbach Alpha reliability technique and a reliability coefficient of 0.94 was obtained. Mean scores and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The results of the study revealed that the students taught with six element constructivist instructional models consisting of Situation, Grouping Bridge, Question, Exhibit Reflection (SGBQER) and 7ES learning cycle model of Elicit, Engage, Explore, Explain, Elaborate, Evaluate, Extend (7ES) had significantly higher mean achievement and interest scores than those taught using Conventional Lecture Method. The study also found that gender of students had no significant interaction effects with the treatment given to them. Male students taught with six element constructivist instructional model (SGBQER) had higher mean achievement score than female students. Based on the findings of the study, it was recommended among other things that the lecturers of this course should adopt the use of constructivist instructional approaches on their instructional teaching in their Colleges of Education since it is better than using conventional lecture method. Seminars and workshops should be organized by state and federal ministries of Education where teachers, textbook authors, and curriculum planners will be taught various active teaching method including constructivist instructional approaches to enhance interest and achievement of NCE students in the History of Education.
CHAPTER ONE
INTRODUCTION
Background of the Study
Many nations of the world are today faced with recurring developmental problems and issues which the study of history could help proffer solutions to especially based on how similar problems had been resolved earlier elsewhere. According to Omolewa (1986) the study of history is very important to national development since it provides information on how similar issues had been dealt with in the past. History is a study of the past which helps us to understand the present and possible plans for the future (Kanu, 1991). Similarly, Adeyinka (2004) sees history as the study of the past which helps us to avoid the mistakes of the past in order to improve on the good records of predecessors. History therefore is the record of the past events which helps us to understand and appreciate the present and plan for the future.
The study of History as a subject is very crucial though it has been neglected in schools in recent times in Nigeria. Nkekolonye, (2005) observed that history promotes national unity, inculcates in students the spirit of patriotism, tolerance and understanding. The researcher further emphasized the need for students to read the history of their nation as well as their education as it helps to socialize the youths who have been brainwashed and politically de-socialized by political opportunists.
Education is the life wire and a formidable means through which a nation develops economically, socially, scientifically and technologically. According to the National Policy on Education (Federal Republic of Nigeria, 2004) “education is an instrument par-excellence for effecting national development”. In all
professions and disciplines, there is a need to study their origins and historical development Education is one of the disciplines that has a history.
History of Education is an aspect of general history which attempts to examine the origins and development of education of a given society from a historical perspective. It is one of the general education courses taught in Colleges of Education in Nigeria. Kanu (1991) defined History of Education as the study of various stages of growth and development of the present educational system from its origin in the past as well as the systematic organization and interpretation of events in the past that are significant to nation-building efforts According to Enyi (2004), History of Education is the study of the factors and forces that influenced the evolution and development of education both in the present and the past. History of Education therefore, is a course of study that enables students to know the origin and the processes of educational growth and development in society in which they live. Oji (2002) therefore, noted that it is an important ingredient for professional teacher preparation in colleges of education.
Colleges of Education (COE) constitute a major component of teacher education programmes, aimed at producing Nigeria Certificate in Education (NCE) teachers with high professional discipline and appropriate knowledge that would facilitate attainment of the national educational goals, (Enyi, 2004). The objectives of Colleges of Education include students’ ability at the end of the programme to:
- discuss intelligently the main ideas that have affected and still affect the development and practice of education generally;
- develop, select and effectively use appropriate curriculum processes, teaching strategies, instructional materials and methods for maximum learner achievement;
- broaden their intellectual perspective through the general studies in educational programme;
- demonstrate desirable attributes in moral and character development and;
- discuss intelligently major issues affecting teacher education and the teaching profession in Nigeria (National Commission for Colleges of Education (NCCE, 2012: pg 1).
History of education is one of the courses considered crucial for the attainment of the above mentioned goals by the National Commission for Colleges of Education. The importance placed on the subject at the Nigerian Certificate in Education (NCE) level necessitated it to be made a compulsory course for all students undertaking the programme in Colleges of Education in Nigeria. With respect to the NCE programme in Nigeria the NCCE (2012) stipulates that the objectives of History of Education are to:
- discuss the main idea that has affected and still affects the development and practice of education.
- identify the major problems of education in Nigeria and to be able to know the solutions of the problems.
- reveal the origin and development of education in Nigeria.
- help students to have a deep understanding of the nature of the society in which they live.
- enable students to know what education policies are and what they are not.
- enable students to foretell the future through past and present happenings.
- help students to know more about the pre-literate education and their own method of teaching (P. 2).
The achievement of the above objectives in classroom setting through teaching is very important. Achievement deals with the learning outcome of students. Epunam (2002) sees achievement as the result of what a person has learned from some educational experiences. According to Marsh (2003), achievement is the success of individuals in a given programme. Achievement means an act of accomplishing or finishing a task, especially by means of assertive skills and practices. Achievement within the content of this study is viewed as a very important factor in teaching and learning of History of Education and it refers to student academic achievement which is measured in terms of pass or fail in the subject (Ezeife, 1996). When achievement is below expectation it is referred to as poor achievement. From the above definitions, achievement is, the progress which students make towards the set goals or learning experiences. Despite the importance placed on History of Education by making it a core and compulsory course, students’ achievement in the course has continued to be poor in the Colleges of Education under study.
A close look at the achievement of students in History of Education in Colleges of Education in South-East Nigeria shows a trend of poor performance. In College of Education, Ikwo, a total of 220 candidates registered for History of Education examination in 2011/2012 session. The results indicate that 130 candidates were successful while 90 candidates failed the subject. In 2010/11, a total of 250 candidates registered for the course; 150 candidates were successful while 100 candidates failed the course. In 2009/2010 a total of 230 candidates registered for this course, 120 candidates were successful while 110 candidates failed the course. In 2008/2009 a total of 175 candidates registered for the course, 88 candidates were successful while 87 candidates failed the course. In Nwafor Orizu College of Education Nsugbe , a total of 308 candidates registered for the course in 2009 session; out of this number, 158 candidates were successful, while 150 candidates failed the course. In College of Education Nsugbe, a total of three hundred candidates (300) registered for the course in 2010 session; the result, indicates that one fifty candidates (150) were successful while one fifty candidates failed the course (150). In College of Education Nsugbe a total of 300 candidates registered for this course in 2010/2011 session, out of this number 150 candidates were successful, while 150 candidates failed the course. In 2011/2012 a total of 350 candidates registered for the course, 178 candidates were successful while 172 candidates failed the course. In 2008/2009 a total of 360 students registered for the course, 185 students were successful while 175 students failed the course. (Source: Head of Departments of various Colleges concerned) This gives a lot of concern to teachers, students, parents and society in general.
A number of factors have been attributed to the poor achievement of students in History of Education. Omolewa (1986) observed that students in the NCE programme find it difficult to understand the subject as a result of the poor foundation laid for them in history at the primary and secondary school levels. History is no longer taught in the primary schools which represent the basic foundation upon which the rest of the educational system is built (FRN, 2004). Osokoya (2006) also noted that at the secondary school level which is the foundation level for higher institutions, history as a subject has also been phased out. Consequently, many NCE students who are compelled to study History of Education as an important aspect of teacher education never studied history at the ordinary or school certificate level in Nigeria. Thus, they were already deficient in content and interest and would therefore need deep persuasion to achieve higher in History of Education.
