CHAPTER ONE

1.0 Background to the Study

Background to the Study is an organized body of knowledge that uses a systematic

approach in exploring or investigating the cognitive achievement in history in

Public examination through a tested and verifiable approach in order to establish a

relationship between and among phenomenon with the aim of improving our

understand about a subject matter.

The National Policy on Education (1981) was designed to be functional, practical

and qualitative, these were the tripod upon which the policy was build, little was

said about the public examination so stakeholders did not pay the required

attention it and it possible achievement in the shortest possible time and in the

nearest future.

The research work is seek to find out the achievement in history as a subject in

public schools.

President Olusegun Obasanjo (2003) made a categorical statement about history as

a subject he was then of the belief that history is of less significant in the Nigerian

educational system therefore it wouldn’t be necessary for student to take it

anymore, such statement attracted a lot of reactions from various academic

environment in Nigerian and has since then became a source of concern to the
stakeholders of the Nigeria’s educational system to the extent that a campaign was

made on how to strengthen the subject in such a way that the lost glory of the

subject/discipline will be redeemed because the general belief that such utterances

posed a huge threat to us as a people, it will be difficult to know where we were,

and how we got to where we are without history, children will definitely loss touch

with past realities without proper documentation of our past events and activities.

Premium Times (November 11th,2016) The National Assembly deliberated on a

proposed bill seeking to make History a core subject in Nigeria’s Primary and

Secondary schools and other related matter sponsored by Ayodeji Oladimeji from

Ekiti state was rejected and his effort to make history as a subject something to

recon with was thwarted and was thrown aside, this obviously pose a huge threat to

the study and teaching of history because the perceived believe that the subject is

of less importance would not make some student to want to show interest as it

were, engaging student on the activities that will help promote the acquisition of

knowledge on history won’t be a successful venture because of all of these

challenges

In a conventional lecture-based teaching environment, students ‘involvement is

restricted as teachers usually employ teaching methods which focus on information

delivery and knowledge acquisition rather than encourage the construction of

knowledge within the social context.

These teaching strategies are said to be inadequate and inappropriate to attain

conceptual learning and critical thinking (Adesoji & Raimi, 2004; Opara, 2009).

The predominant use of teacher-centred teaching methods in which the teacher acts

as the custodian and dispenser of knowledge and students as receptors makes

students passive listeners will aid the cognitive achievement in history in Public

examination like West African Examination Council (WAEC) and National

Examination Council (NECO) with an a measurable improvement on students’

performance.
1.1 Statement of the Problem

The research is aimed at examining cognitive achievement in History in public

examinations in relation to direct motivational stimuli in schools, particular

reference to Lagos State Senior Secondary Schools,

The problem of teaching and learning history in public examination like WAEC

and NECO is associated with the some belief in Nigeria about the fact that history

is less marketable in the job market and the government is not too in the support of

it, the attitude of student and the fact that they are not too committed to learning is

a challenge

Some questions are listed below;

 In adequate teachers and the learning behaviors of the student

 Lack of appropriate method and techniques

 Inadequate instructional material

 Inadequate government support

 Periodic allocation on the time table are usually not enough

 Inadequate qualified teachers

1.2 Research Questions

In this research work, there are some pertinent questions upon when the study will

be based. They are

 Does the teachers’ inadequacy have influence on effectiveness of teaching

and learning history in secondary schools?

 Is there an influence of the available text-book on history and student

academic performance in history?

 Will there be any effect of lack of learning material on the student learning

history as a subject?

 How effective is the learning method of teaching of history in the chosen

schools?

 Is there any relationship between students disposition towards the subject

and students’ academic performance

1.3 Assumption / Hypothesis

 The available textbooks in accounting would have no significant influence

on student academic performance in History as a subject

 The inadequacy has no significance in the effectiveness of teaching and

cognitive learning history in secondary schools

 Methodology has nothing to do with the effective teaching and cognitive

learning of history

 Students disposition towards the subject has no effect on the their academic

performance

 Lack of learning materials (resources) has significant effect on student

learning history
1.4 Scope and Limitation of the Study

This research work is on the cognitive achievement in history in public

examinations in relation to the different motivational stimuli in Lagos State Senior

Secondary, the period of related literature and the background information of the

topic would be covered.

Inadequate secondary materials like textbooks and relevant journals in the on the

subject matter might pose a problem to this research and possible reluctance on the

side of the respondents to effectively and efficiently respond to the asked questions

during face to face interview. As a student researcher, there is always a shortage of

fund to undertake such a participant observation. Also, time factors poses

limitation to the research. For the sake of rules and regulations governing the

conduct of an undergraduate project work in the faculty of education the work shall

be limited to five chapters because there are many issues to be discussed.

The study covers the cognitive achievement in history in public examinations in

relation to the different motivational stimuli in Lagos State Senior Secondary

Schools only limited to five secondary school since it will be difficult to visit all

the secondary schools in Lagos because of time and financial constraint of an

under graduate student like me.

The schools selected for this research are:-

 Royal Dynasty International School, Egbeda Lagos

 Community Secondary school,Ojo Lagos

 Ajamgbadi High School,ojo Lagos

 Command Secondary School,Ojo Lagos

 Honeyland Group of schools,Alomosho Lagos

1.5 Significance of the Study

The investigation of this research was is to explicitly explain the cognitive

achievement of student in history in public schools, the investigation is very

important for everyone to understand the subject matter and ensure a better and all-

encompassing the psychology and the understanding of the entire frame work of

cognitive achievements in learning in history as a secondary school subject

1.6 Organization of Study

The research work will be in chapters in accordance to the dictates of the table of

contents with pages arranged serially so as to give the work a good look at the end

other the day via proper organization and arrangement. Bibliography will be shown
at the end of the entire work, referring to textbooks, journals, magazines and

unpublished materials with possible government publications and other important

1.7 Operational Definition of Terms

Cognitive

Cognitive skills and knowledge involve the ability to acquire factual

information, often the kind of knowledge that can easily be tested.

So cognition should be distinguished from social, emotional, and creative

development and ability. Cognitive science is a growing field of study that deals

with human perception, thinking, and learning. Merriam Webstar Dictionary

(2000)

Achievement

Something that you did or got after planning and working to make it happen, and

that therefore gives you a feeling of satisfaction, or the act of working to make

this happen (Cambridge Dictionary 2020)

History

History is the study of the past – specifically the people, societies, events and

problems of the past – as well as our attempts to understand them

History can take the form of a tremendous story, a rolling narrative filled with

great personalities and tales of turmoil and triumph. Each generation adds its own

chapters to history while reinterpreting and finding new things in those chapters

already written.

History provides us with a sense of identity. By understanding where we have

come from, we can better understand who we are. History provides a sense of

context for our lives and our existence. It helps us understand the way things are

and how we might approach the future. Brian Doone (Alpha History) 2013.

Motivation
Motivation is the process that initiates, guides, and maintains goal-oriented

behaviors. It is what causes you to act, whether it is getting a glass of water to

reduce thirst or reading a book to gain knowledge.

Motivation involves the biological, emotional, social, and cognitive forces that

activate behavior. In everyday usage, the term "motivation" is frequently used to

describe why a person does something. It is the driving force behind human

actions.

Examination
An examination is a formal test that you take to show your knowledge or ability in

a particular subject, or to obtain a qualification.