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Attitude towards history and academic achievement
Author
Quek, Geok Cheng
Supervisor
Tay-Koay, Siew Luan
Abstract
This study investigated the overall attitude of the lower and secondary students towards History as a subject in school. it also explored the difference in students' attitude towards History by sex, level and ability. The study also probed into the reasons and the factors that shaped the students' attitude towards History. Finally, it examined the relationship between students' attitude towards History and academic achievement.
The study employed the survey research approach and drew on both quantitative and qualitative data obtained from the students' responses to a self-constructed instrument consisting of 18 questions. The sample (N = 405) was drawn from six co-educational secondary schools. The sample was represented by both male (n = 199) and female (n = 206) students from the lower (n = 210) and upper (n = 195) secondary levels and who were of different academic abilities.
The overall results for Research Question One seem to suggest that generally students' attitude towards History appeared to be positive and that the high ability group tended to be more positive in attitude towards History than the average and the low ability groups.
The chi-square results for Research Question Two indicate that there were no significant differences in attitude towards History between gender [Chi-square (2, n = 405) = 2.05, N.S.] or between levels [Chi-square (2, N = 405) = 1.26, N.S.]. However, the difference in attitude occurred among the different ability groups [Chi-square (4, N = 405) = 16.58, p<0.0001].
The findings from Research Question Three indicated that the four main reasons which students perceived as having an influence on their attitude towards History were personal interest in the subject, the nature of the content they had to study, memorisation of facts and certain teaching methods.
Research Question Four revealed that factors such as the vocational usefulness of History, the degree of interest or boredom in the subject, the ability level of students in dealing with the subject and specific teaching methods could influence students' attitude towards History.
The findings for Research Question Five suggest that on the whole, there was a highly significant but low positive correlation between attitude towards History as a school subject and academic achievement (r = 0.30, p<0.001) by sex, level and ability. A further examination of the results shows that there were low but significant correlations between attitude towards History and History academic achievement by gender and level. Among the different ability groups, there was a low but significant correlation between attitude towards History and History academic achievement for the average and low ability groups but not for the high ability group (r = 0.14, N.S.). This suggests that the high ability group will still perform well in their academic achievement regardless of the attitude score.
Since the teacher plays an important role in influencing student attitude towards History, the study recommends that teachers in general make a more conscious effort to use innovative methods of teaching History in school. In addition, it is vital that teacher trainers impress on the teacher trainees the importance of using the innovative methods as a stepping stone to inculcating in students a positive attitude towards History.
The study employed the survey research approach and drew on both quantitative and qualitative data obtained from the students' responses to a self-constructed instrument consisting of 18 questions. The sample (N = 405) was drawn from six co-educational secondary schools. The sample was represented by both male (n = 199) and female (n = 206) students from the lower (n = 210) and upper (n = 195) secondary levels and who were of different academic abilities.
The overall results for Research Question One seem to suggest that generally students' attitude towards History appeared to be positive and that the high ability group tended to be more positive in attitude towards History than the average and the low ability groups.
The chi-square results for Research Question Two indicate that there were no significant differences in attitude towards History between gender [Chi-square (2, n = 405) = 2.05, N.S.] or between levels [Chi-square (2, N = 405) = 1.26, N.S.]. However, the difference in attitude occurred among the different ability groups [Chi-square (4, N = 405) = 16.58, p<0.0001].
The findings from Research Question Three indicated that the four main reasons which students perceived as having an influence on their attitude towards History were personal interest in the subject, the nature of the content they had to study, memorisation of facts and certain teaching methods.
Research Question Four revealed that factors such as the vocational usefulness of History, the degree of interest or boredom in the subject, the ability level of students in dealing with the subject and specific teaching methods could influence students' attitude towards History.
The findings for Research Question Five suggest that on the whole, there was a highly significant but low positive correlation between attitude towards History as a school subject and academic achievement (r = 0.30, p<0.001) by sex, level and ability. A further examination of the results shows that there were low but significant correlations between attitude towards History and History academic achievement by gender and level. Among the different ability groups, there was a low but significant correlation between attitude towards History and History academic achievement for the average and low ability groups but not for the high ability group (r = 0.14, N.S.). This suggests that the high ability group will still perform well in their academic achievement regardless of the attitude score.
Since the teacher plays an important role in influencing student attitude towards History, the study recommends that teachers in general make a more conscious effort to use innovative methods of teaching History in school. In addition, it is vital that teacher trainers impress on the teacher trainees the importance of using the innovative methods as a stepping stone to inculcating in students a positive attitude towards History.
Date Issued
1995
Call Number
D16.4.S5 Que
Date Submitted
1995