Impact of Planning of History Instructions on Academic Achievement in History among Senior Secondary School Students in North-West States of Nigeria.

Abstract

The study examined impact of planning of history instructions on academic achievement in history among senior secondary school students in North-West States of Nigeria. To achieve this, the researchers employed Quasi-Experimental research design and formulated objective with corresponding research question and hypothesis. The population of the study comprised of 5,765 students of all the public senior secondary schools offering history in North-West States. The instrument for data collection was Planning of History Instruction (PHI) with reliability coefficient of 0.87 and History Achievement Test (HAT) with relaiblity of 0.67. Sample of the study consisted of 203 participants. Multi-satage sampling which consists of cluster, simple random and purposeful sampling technique was used to select the samples from four states that represented all the seven states of North-West States. The samples were grouped into Experimental and Control groups. Mean and standard deviation were used to answer the research question; t-test independent sample was employed in testing the null hypothesis at 0.05 significance. Results revealed that there was significant difference between achievement in history of students taught using planning of history instruction and those taught without using the planning. The diffenece was in favour of students whom their teacher planned his instruction before teaching. The study recommended that history teachers in the public senior secondary schools should plan their lesson for effective teaching and learning.