USE OF HISTORICAL FILMS IN THE TEACHING AND LEARNING OF HISTORY IN SECONDARY SCHOOLS IN JOS NORTH LOCAL GOVERNMENT AREA

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USE OF HISTORICAL FILMS IN THE TEACHING AND LEARNING OF HISTORY IN SECONDARY SCHOOLS IN JOS NORTH LOCAL GOVERNMENT AREA

Abstract:

This research delves into the use of historical films as pedagogical tools in the teaching and learning of history within secondary schools, focusing on Jos North Local Government Area. The study explores the integration of cinematic narratives into history education, assessing their impact on student engagement, comprehension, and retention. By employing a mixed-methods approach, including surveys, interviews, and classroom observations, the research aims to uncover the effectiveness of historical films in enhancing historical understanding among secondary school students. The findings contribute valuable insights to the broader discourse on innovative teaching methodologies and curriculum development in history education.

Keywords:

Historical Films, History Education, Teaching and Learning, Secondary Schools, Pedagogical Tools, Student Engagement, Curriculum Development, Jos North Local Government Area

Chapter One:

Introduction

1.1 Background of the Study:

History education plays a pivotal role in shaping students’ understanding of the past, fostering critical thinking, and promoting a sense of historical consciousness. Traditional teaching methods, however, may sometimes fall short in captivating the attention of students and providing a dynamic learning experience. In response to this challenge, the integration of historical films into the teaching of history has emerged as a potential avenue to enhance engagement and comprehension. This chapter provides an introduction to the research, outlining the background, rationale, and significance of investigating the use of historical films in history education within secondary schools in Jos North Local Government Area.

In the modern society, history education should include not only informing but also providing people by means to think out important issues (O’Connor, 1988, s.1209). When history education is carried out by the traditional instructional techniques, especially the primary school children perceive those courses’ content as boring events occurred in the past and they pay reduced attention to the content. In order to eliminate this problem, using films can be counted as an important instructional tool in directing the students’ attention to the learning material. The structure of History as a social science, fundamentally composed of formulating reliable and valid interpretations. Therefore, history education should be focused on providing students with skills, which could help them to analyze and interpret the historical issues. The main objective of history education should be providing students with critical thinking skills rather than solely leading students to memorize historical events (Vella, 2001, çev.).

Today, schools and formal education cannot be separated from the cultural environment, which is mainly affected by the technological developments in the information era. Therefore, in this era, films are acknowledged as effective history educators (Weinstein, 2001). As reported by Russell (2010), on the average, a adolescent spends over three hours a day watching television and videos. In this respect, teachers behaving strategically have begun to use films as an instructional tool for history education in the 21st century. When films are used as an instructional tool in history education, students can have a chance to see the theories and concepts in action. That is, they comprehend the historical events and concepts from a vivid perspective, as if they leap from the screen (Champoux, 1999).

1.2 Statement of the Problem:

Despite the recognized potential of historical films in enriching history education, there is a limited understanding of their actual impact on teaching and learning processes, particularly in the context of secondary schools in Jos North Local Government Area. This study seeks to address this gap by examining the current landscape of history education and evaluating the effectiveness of incorporating historical films as instructional tools. By identifying specific challenges and opportunities, the research aims to contribute insights that can inform educational practices and curriculum development.

1.3 Objectives of the Study:

The primary objectives of this research are:

To assess the current status of history education in secondary schools in Jos North Local Government Area.

To examine the extent to which historical films are utilized in the teaching of history.

To evaluate the impact of historical films on student engagement, comprehension, and retention in the learning of history.

To identify challenges and opportunities associated with the integration of historical films in history education.

To provide recommendations for enhancing the effective use of historical films in the teaching and learning of history.

1.4 Research Questions:

The study is guided by the following research questions:

What is the current status of history education in secondary schools in Jos North Local Government Area?

To what extent are historical films utilized in the teaching of history in these schools?

How do historical films impact student engagement, comprehension, and retention in the learning of history?

What challenges and opportunities exist in the integration of historical films in history education?

What recommendations can be made to enhance the effective use of historical films in the teaching and learning of history?

1.5 Significance of the Study:

This research holds significance in several dimensions. It contributes to the scholarship on innovative teaching methodologies in history education, offering insights into the practical implications of incorporating historical films. Additionally, the study has practical implications for educators, curriculum developers, and policymakers by providing evidence-based recommendations for optimizing the use of historical films in the teaching and learning of history.

1.6 Scope of the Study:

The geographical scope of this research encompasses secondary schools within Jos North Local Government Area. The study focuses on both public and private secondary schools, exploring the use of historical films in history classrooms. The research considers the perspectives of both teachers and students to provide a comprehensive understanding of the dynamics involved.

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