EFFECT OF DISCUSSION METHOD ON SOCIALISATION SKILLS OF HISTORY STUDENTS IN GSS NYANGO. GYEL JOS SOUTH LGA OF PLATEAU STATE.

EFFECT OF DISCUSSION METHOD ON SOCIALISATION SKILLS OF HISTORY STUDENTS IN GSS NYANGO. GYEL JOS SOUTH LGA OF PLATEAU STATE.

CHAPTER 1

 INTRODUCTION

1. 1BACKGROUND OF THE STUDY

Using classroom discussion as a method of instruction and for teaching students how to interact verbally with others is not new. Over forty years ago, Schwab (1954) was clear about his belief that classroom discussion was imperative for developing in students the "intellectual arts" of thinking and communication: In a curriculum concerned primarily with specific understandings of specific objects, discussion as a device of instruction may be defended as a peculiarly powerful teaching instrument...but it cannot be maintained that for a curriculum so oriented discussion is indispensable. It is merely one of several usable techniques. In a curriculum, however, which aims to impart intellectual arts and skills and habits and attitudes, as well as bodies of information, discussion is not simply efficient or powerful, but indispensable, for the same reason that the act of swimming is indispensable to teaching that art and practice on the piano indispensable to teaching that. Discussion is an engagement in and a practice of the activities of thought and communication" (pp. 54- 55).

 Various authorities have given different definitions of history. We shall examine few of these definitions. Barnes (1962), defined history as ‘the sum total of human activities of the past’. In the same light, Marwick (1981) defined history as ‘an interpretation of past human activities’. According to Collins Essential English Dictionary (2006), history is ‘a record or account of past events and developments.’ Similarly, Crabtree (1993) quoting his graduate advisor said that ‘history is the story about the past that is significant and true.’ Two words of importance in the last definition of history are ‘significant’ and ‘true’. By significance, history is to tell a story about the past which captures the essence of an event while omitting superfluous details. The historian analyzes evidences and presents only that which is significant as perceived by his particular world view. At the same time, the historian in narrating his story is influenced by the community of historians who must have approved his narration. Therefore, historians tend to tell stories which reflect the values of the society in which they live. The other aspect of the above definition is truth in any historical narration. Truth depicts any evidence that is supported by facts. Wikipedia organization (2009) defined history as ‘the study of the past, focused on human activity and leading up to the present day.’ One key factor in these different definitions is that history deals with man’s past activities which includes his political, economic and social activities that have subsequent impact on the present. A working definition of History can therefore be given as the study of man and his environment in relation to past activities.

Previous studies reported initial findings about six conceptions of discussion held by teachers (Larson, 1995; Larson & Parker, 1996). Teachers thought of discussion as recitation, a teacher-directed conversation, an open-ended conversation, a series of challenging questions, a guided transfer of knowledge, and as practice at verbal interaction. Further analysis of these data showed how these conceptions of discussion intersected with two purposes of discussion: (1) discussion as a method of instruction, where the purpose is to help engage students in a lesson by encouraging verbal interactions; and (2) discussion competence as the subject matter--as the desired outcome of instruction and an end in itself. I report a grounded theory study. A grounded theory of this sort should be useful for studying the persistence of recitation under the guise of discussion, improving instruction with classroom discussion, and suggesting how discussion might be taught as an instructional outcome

• STATEMENT OF THE PROBLEM

The need to improve learning and understanding of students in the  subject of history constitute a major concern to teachers. Previous studies reported initial findings about six conceptions of discussion held by teachers (Larson, 1995; Larson & Parker, 1996). Teachers thought of discussion as recitation, a teacher-directed conversation, an open-ended conversation, a series of challenging questions, a guided transfer of knowledge, and as practice at verbal interaction. Further analysis of these data showed how these conceptions of discussion intersected with two purposes of discussion: (1) discussion as a method of instruction, where the purpose is to help engage students in a lesson by encouraging verbal interactions; and (2) discussion competence as the subject matter--as the desired outcome of instruction and an end in itself. I report a grounded theory study. A grounded theory of this sort should be useful for studying the persistence of recitation under the guise of discussion, improving instruction with classroom discussion, and suggesting how discussion might be taught as an instructional outcome. The problem confronting the study is to appraise the effect of discussion   method   on socialisation skills   of history students in gss nyango.  gyel   jos  south  lga  of plateau state.

 

 

• OBJECTIVE OF THE STUDY

The main objective of the study is to appraise  the effect of discussion   method   on socialisation skills   of history students in Gss nyango.  gyel   jos  south  local government  of plateau state.

The specific objective is to

1. To determine the nature of discussion   method   .
2. To determine the effect of discussion method
3. To determine the advantages and disadvantages of discussion method
4. To determine the effect of discussion method   on socialisation skills   of history students in gss nyango.  gyel   jos  south  lga  of plateau state.

 

 

• SIGNIFICANCE OF THE STUDY

     The study shall be of immense benefit to students as

Using classroom discussion as a method of instruction and for teaching students will help students to interact verbally with others .

It is also  imperative for developing in students the "intellectual arts" of thinking and communication:

It aims to impact  on the students  the intellectual arts , skills and habits and attitudes, as well as bodies of information, Discussion is an engagement in and a practice of the activities of thought and communication"

• SCOPE OF THE STUDY

The focuses on appraising  the effect of discussion   method   on socialisation skills   of history students in Gss nyango.  Gyel   jos  south  lga  of plateau state.

 

 

• LIMITATION OF THE STUDY

The various limitation encountered include in the study include

Time constraints

Logistics factors

Geographical factor.

• DEFINITION OF TERMS

 

 HISTORY DEFINED.

Barnes (1962), defined history as ‘the sum total of human activities of the past’. In the same light, Marwick (1981) defined history as ‘an interpretation of past human activities’. According to Collins Essential English Dictionary (2006), history is ‘a record or account of past events and developments.’ Similarly, Crabtree (1993) quoting his graduate advisor said that ‘history is the story about the past that is significant and true.’ Two words of importance in the last definition of history are ‘significant’ and ‘true’. By significance, history is to tell a story about the past which captures the essence of an event while omitting superfluous details.

EFFECT OF DISCUSSION METHOD ON SOCIALISATION SKILLS OF HISTORY STUDENTS IN GSS NYANGO. GYEL JOS SOUTH LGA OF PLATEAU STATE

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