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Secondary School Experiences: Methods Used in Teaching History and Government International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue VII, July 2019|ISSN 2454-6186 Secondary School Experiences: Methods Used in Teaching History and Government John Wenje Nyongesa School of Education, Moi University, Eldoret, P.O Box 3900, Eldoret, Kenya Abstract: - Methods of teaching can be explained as a way of two main approaches in teaching; Learner-centered and causing a learner to acquire knowledge or a skill as well as teacher centered approaches (Farrant, 1980). Learner centered imparting of necessary incidental information to achieve certain approach also referred to as heuristic approach appeals most desired goalsthe teacher in this case has to plan instructional to the learners since apart from motivating the learners and activities that will ensure learning has to take place. The purpose teaching them how to learn, it also has the added advantage of of the study was to identify methods used by teachers in the teaching of History and Government at secondary school in helping them to remember easily what they have learnt. This Webuye Division, Bungoma County, Kenya. The study was method also caters for individualized learning. Bishop (1966) modeled by Systems theory developed by the Biologist, Ludwig observes that individuals learn in different ways at different von Bertalanffy. The study was carried out in selected secondary rates and for different purposes. Learner centered methods of schools in Webuye Division, Bungoma County. teaching therefore help teachers identify individual abilities Questionnaireswere used as tools for collecting data which was and weaknesses and deal with each appropriately. The above analyzed quantitatively. The study found that, teachers in studies reveal that learner- centered methods are key to Webuye Division, Bungoma County regularly used methods like, effective teaching as they address individual differences lecture, discussion and question and answer while field trip was making each learner assisted accordingly. less often used. The study recommends that Learner-centered methods of teaching History and government like field trips, role After investigating the status of Social studies in Kenyan play, dramatization, and project should be encouraged in primary schools in Kisii, Shiundu (1980) observed that the secondary Education. classroom was dominated by lecture, Question and answer, Key Terms: Secondary, Experiences Methods, Teaching History, reading textbooks and taking notes. This shows that there is Government no use of learner – centered methods especially field trip, making it necessary for this study whose findings and I. INTRODUCTION recommendations would help in teachers choosing and istory and Government is an important discipline in the appropriately using learner- centered methods in their H secondary school curriculum because it plays a key role teaching.Omari and Poipoi (2013) observed that most in the development of society.Knowledge of the past is critical secondary school teachers of History and Government were to the understanding of the present and to planning for the professionally trained graduates. However, the teachers future. Therefore, the right methods should be used in claimed that they did not find enough time to teach History teaching and learning of the subject (Langat, 2014). and Government using learner centered teaching methods Mburu,(1999) views instructional methods as models of such as field trip due to large content which needs to be delivery system or teaching and learning strategies employed covered. It was established that most widely used method was in an educational process with a view of facilitating the lecture. The study recommended that innovative methods such attainment of the set goals or objective. Mburu (ibid) contends as field trips that are likely to improve students’ achievement that instructional methods are important variables in effective in school should be promoted by the school administration. teaching. Teachers use a variety of teaching approaches and Chenge (1995) observes that, allowing children to be involved techniques in their daily practice. There is need for use of in practical activities, giving assignments and less teacher methods which are student centered and involve more learner talk, is considered as evidence of modern teaching methods. participation. As Langat (2014) above observes, an There is no one right method of teaching, but there are some appropriate method should be used in History and criteria that pertain to each that can help a teacher make the Government instruction every time. best decision possible. Wachanga (2000) observes that, the Teaching methods provide frameworks for orderly teaching of History and Government as one of the oldest organization and presentation of instructional activities. A classroom learning subjects which is still highly dominated by proper understanding of these methods and some of the the teacher. This arises from the believe that since students factors related to their selection is a pre-requisite for good could not learn on their own the events of distant past, they teaching. Teachers’ methodology is a sufficient actor in have to be taught by narration even when the topic demands facilitating the implementation of the intended aims and to be taught through inquiry method. This study aimed at expressed objectives. Learning methods however represent correcting this believe by ensuring proper use field trip so as to attain application of a variety of methods of teaching during www.rsisinternational.org Page 31 International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue VII, July 2019|ISSN 2454-6186 History and Government instruction as emphasized by the 1.3 Research Question systems approach to teaching to make the subject interesting Which methods are used by teachers in the teaching of and appealing to the learners. History and Government at secondary school in Webuye Kimwarey (2010) in a study on the use of small group method Division, Bungoma County? in the teaching and learning of History and Government in 1.4 Scope of the Study Eldoret Municipality found that there was over reliance on teacher centered approaches which encourage passive The study was conducted in Webuye Division, Bungoma learning. In addition the study revealed that there was County. The target population was form three and four overreliance on rote memorization with no effort at students of History and Government, teachers of History and understanding the meaning since teachers emphasize content Government and the schools principals of the selected of learning. The study therefore recommended the use of secondary schools. The study sought to establish factors that learner –centered methods like field trip which encourages influenced teacher’s choice of field trip as a method of learners to inquire for information on their own. As the above teaching and learning History and Government in secondary foregoing studies show, most scholars centered on general schools and attempted to suggest ways of enhancing it. It teaching methods and use of field trip without specifically covered methods of teaching, instructional resources, investigating the factors that influence the teacher’s choice teachers’ attitudes, students’ attitudes and the school and use of field trip in the teaching and learning of History managements’ support. A descriptive research design was and Government. However all the above scholars agree on the used in collecting and analyzing data. Output in terms of fact that there is need for use of a variety of methods of percentages and frequency tables was used in order to enable teaching and preferably those that are learner- centered.This the reader to easily interpret and understand the study findings study sought to investigate some of the factors that influence the teacher’s choice and use of field trips as a method of II. RESEARCH METHODOLOGY teaching History and Government where it was observed that teachers of History and Government rarely used field trips in This study took the form of descriptive research design. the teaching the subject. This study also attempted to make Descriptive research design attempts to collect data from suggestions intended to enhance use of field trip in the members of a population in order to determine the current teaching of History and Government at secondary school in status of that population in respect to one or more variables. Webuye Division, Bungoma County. Descriptive research determines and reports the way things are currently (Kombo & Tromp,2006,Orodho, 1.1 Statement of the Problem 2005).Descriptive method is used because it can tell what Scholars have advocated for the use of field trip in the actually exists and helps to record, analyze and interpret the current status of the variables. (Mugenda&Mugenda, 2003). teaching and learning of History and Government. They have The researcher used this design in order to gather data on the observed that, Field trip has great potential to positively affect factors that influenced the teacher’s choice and use of field students’ learning (Farmer, Knapp & Benton, 2007) and trips as a method of teaching History and Government at students’ attitudes towards their education (Hannon & Randolph, 1999). Field trips provide real world settings in secondary school in Webuye Division, Bungoma County, and which students are challenged to apply knowledge learned in attempt come up with suggestions on enhancing its use. The study
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