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CHAPTER I
lntegrity through Historical Awareness The Time and the Space Connection of History Objectivity and Objectives of History Need and Significance of the Study The Statement of the Problem Definition of Key Terms Objectives of the Study Hypotheses Methodology in Brief Scope and Lirnitations of the Study Organisation of the Report
1.0 Integrity through Historical Awareness
More than five decades ago, India 'awoke to life and freedom'. A
great moment came in her history, when she stepped out from the old to the
new, from orthodoxy to liberalism, from disunity to unity and from
autocracy to democracy. The age of slavery came to an end and the new
Indian nation breathed the fresh air of freedom. Since this historic moment,
the history of this country has been written as much in her classrooms as in
her parliament. For t h s huge country, with its multi-coloured and
astonishing people, education has been both a reflection of society and an
instrument of change.
A peep into the pages of our history shows a continuous conflict
between centripetal and centrifugal forces. The nationalistic awareness or
the feeling of sacredness of the motherland and the mainstreams of a
common culture have b.xn the cementing factors of the country whereas
linguistic differences, social distinctions, religious differences, local and
regional loyalties, economic disparities etc. have been weakening our
national life. Patriotism ;appears to have assumed the connotation of love of
regional language, one's own culture, one's own caste and so on. So nit~cl,
so, that a river that flows through two or more states has become a subject of
conflict, not only between two or more states but also between two ordinary
individuals who may happen to discuss it in a roadside cafe. We even fight
as simple a thing as for distribution of waters! This thought leads us to a
much more grave and complex situation in our border states.
Terrorism ha:; become a great menace to our national integrity.
Militants in the nortli;e%tem states have been making independent India a
bleeding battlefield. lleligion and regionalism threaten the unity and smooth
functioning of democ:racy in India. Ironically, religion, which is supposed to
bring peace and prosperity in the world, has become a destructive force that
brings violence and bloodshed. It has lost its sanctity and spirituality and has
become a strong tool for grabbing power. The last two decades witnessed
the alarming growth of fanaticism. Religion at its worst plays the pivotal
role in the Kashmir problem. Now we are on the brink of a war on the
Kashmir issue. It seems that we are still clueless about the Kashmir reality.
We fail to understand from lessons of history. Lack of wisdom leads to
narrow-mindedness sectarianism and ultimately war. If we want to solve our
present problem, we must have a thorough knowledge of our past. Here lies
the significance of historical awareness. The right interpretation of our
history can cure all cur geographical and social cancers.
One of the mo:it urgent requirements of our democracy is the
subordination of selfish and narrow loyalties of national development in all
its parameters. Our schools necessarily assume the task of preparing children
for an adult citizenship that lay the intellectual foundation for understanding
what democracy means and what it demands of its citizens. For an effective
change in the human sector, training on the right lines must be given in the
formative period of life.
Education in India is inseparably linked to national development, as
it is indeed, in every country. System of education, besides other things,
needs to strengthen social and national integration, develop intellectual
flexibility and creativity, consolidate democracy as a form of government,
help the country to adopt it as a way of life and strive to build character by
cultivating social, moral and spiritual values. If translated into educational
programmes and procedures, these qualitative objectives will result in
competent democratic citizenship.
Education, properly oriented in respect of, the knowledge which i t
imparts, the capacity for thinking which it develops, the training of emotions
which it undertakes, and the practical activities which it organizes, can be a
potent instrument in making the people of the country integrated. In order to
bring about national integration and national development in the country,
our schools need to make de1ibera:e efforts to re-orient their educational
programme. This re-c'rientation is required under various aspects of school
programmes which constitute the aims of cducatioll - the content, the
teaching process, the lext books, research and so on.
It is the social task of our educational system to take up the challenge
of the 'insistent present' and illumine the great realities by which the present
and future generations of students can live, move and have their being. It is
also the task of an ed.ucationa1 system to help the children develop an insight
into human relationships, social values and attitudes. It is the academic duty
of the educational system to enable children to appreciate India's rich
cultural heritage as also to recognize and ignore the undesirable and
antiquated demerits, and above all, not allow narrow parochial, chauvinistic
and obscurantist tendencies to take root. The one and only area of studies
which has been introduced in school curricula to meet all these requirements
is History.
2.0 The Time and the Space Connection of Histo1-y
History is a Greek word, which means enquiry, research, exploratio~l
or information. His:ory, which is a record of unique events in the life of
mankind, is the stir and vibration of life. 'To exist is to change, to change is
to mature, and to mature is to advance and make progress'. History is the
barometer to record this progress of mankind (Ali, 1993).
The most significant definition of History among all the western
scholars is that of Bemheim (cited in Ali, 1993), who says, 'History is a
science that investigate.5 and presents in their context of psycho-physical
casuality, the facts determined by space and time of the evolution of men in
their individual as well as typical and collective activity as social beings'.
This definition has tolched on all fundamental activities of historical
pursuit. It is a science because it embodies systematized knowledge based on
the realities of life and about occurrences and happenings that have actually
taken place, and is not based on myth or imagination. Its main job is to
search, investigate and explore these facts of life with the intention of
presenting them in their proper context. But the more important task is to
explain their causality, find out the root of the problem, examine the issue in
its depth and interpret the phenomenon from the origin to its finality. The
origin lies in the combination of mental and material factors determined at a
particular place. The facts that are thus investigated relate to the progress of
change in the position of man so far as his individual activity is concerned.
The definition shows the core and kernei elements of History, clears our
doubts to a great extent and enab!cs us to look at life with a historical
perspective.
3.0 Objectivity and Objectives of History
The affairs of men and nations are constantly in motion. There has
been a radical change in recent years on the proper nature and.scope of
History. In the past i t was merely a catalogue of events serialized in a
descriptive manner. Now we have to study History in a critical and scientific
way, wherein the historian thinks for himself instead of merely repeating the
stories found in old books. The function of the historian is to master the past
in order to understand its bearing on the present. A contemporary historian is
not a passive narrator but an active interpreter of facts belonging to the past.
Historical actibity involves three different types of functions, which
should be performed simultaneously. The first is to get the truth, to know the
entire human past as it actually happened, and to be sure that solid facts are
at hand. The second job is to interpret the facts, to assess, to evaluate and to
explain their significance. The third task is to present the ideas in a clear and
attractive manner. These three functions make the historian a scientist to
gather facts, a philosopher to interpret them and a litterateur to express them.
Since History i.s concerned with analysing, explaining and describing
the events of the past, it is necessary for a historian to remember the nature
of historical facts. It is impossible for these facts to escape from being
coloured by the personality and vision of the historian. However much a
historian may attempt :o be objective, he cannot entirely be free from bias.
I t becomes thus necessary for History to be rewritten from time to
time. The past events have got to be revalued in the light of the fresh
developments and new ideas. Attempts have been made to decipher the
Indus Valley Script through Computer Science. The influence of the
educational and social :standards of a civilization on the historian is another
point to be noted. Historian caters to the need of that society, and therefore
even his style and subject matter will be greatly influenced by the society for
which he writes.
Herodotus, the tither of History belonged to the epic age, and hence
the element of story telling is strong in him. In the medieval age the
influence of religion was so powerful that St.Augustine conceived the whole
universe as the City of God. Bury belongs to the modem age of science and
technology, and hence he cannot resist the temptation of calling History a
science-no less and no more. Thus History reflects the main spirit of the age
in which it is written.
The present world is the beehive of controversial issues without any
finite solution or any concrete sequence of events leading to the issues
raging in the Intematicmnal Scenario. Controversy is inherent in the nature of
the subject. Controversies on facts may arise due to insufficient data or
doubts regarding the possibility of the available accounts. The issues of the
origin of the Aryans and the advent of the Dravidians, excavations of temple
remains in the vicinity of Babari Masjid, the historical authenticity of the
legends, the Mediterranean Scroll, the controversy over Jerusalem between
Israel and Palestine etc. are issues in point. One of the major goals for
including controversy in the classroom has been stated as an excellent
strategy for citizenship preparation and for fostering the development of
rational thinking (Fraser, 1963). It provides great opportunity for inquiry and
clarification of values. 13iscussion of controversial issues helps to nurture
critical thinking and other skills, which are useful in today's complex
society.
When the present education system gives prominence to the
descriptive aspect of Hi.story, tending to make it dull and lacklustre, more
thought must be given to the pragmatic aspect of History, which initiates the
scientific inquiry attitude in our young students. This leads to activity-
oriented, self-urged and self-promoted analytical smdy of events by them.
Discovery through scientific inquiry makes a deep impact on the minds of
the young, making knowledge last longer, and valid for a reasonable period
of time.
Hence, instead ofthe rote and mechanical method which gives top
priority to theory and examination point of view, steps to inculcate in
children the discovery of truth and analyzing capacity leading to new
theories of facts should be encouraged. Proper guidance through improved
methodology as well as encouragement is of vital importance for the
successful improvisatian in teaching and learning of History.
4.0 Need and Significance of the Problem
The present method of teaching History in high schools which
depends much on lecture method, confining strictly to the prescribed text
book, is being very much criticized. This practice exists even in colleges.
The aftermath of this kind of teaching is that neither is the student's logical
thinking developed nor are they able to analyse historical facts and amve at
a conclusion.
It is alleged that the lecture method followed by the teachers leads to
the memor~zation of the facts alone by the students as the teachers do not
know how to make History teaching effective and interesting, inspite of the
umpteen innovative and dynamic methods of teaching. Many in the
profession are clinging steadfastly to the traditional lecture method only.
The unscientific examination system, which demands only effective
memorization of facts, adds to the gravity of the situation. The result is that
the students remain over receptive, uncritical and passive. The mental
abilities which are required for scientific observation, classification,
conceptualization, inquiry, hypothesis formulation, reasoning, problem
solving etc. are completely neglected in them. Developments in the affective
domain that should be a natural extension of deep level of cognitive abilities
are naturally lost sight off.
History cannot be considered as a finished product. It' has both
product and process pens. Each generation needs to study it afresh. It plays
an important role in hiowing the past better, as in the process many issues
get clarified and concepts become clearer. Thus ultimately an acceptable
picture emerges which may further be challenged or modified by later
research. Moreover History should be visualized as the vehicle to train a
child to think. reason, analyze and to articulate logically. Apart from being a
subject, it should be treated as a concomitant to any subject involving
analysis and reasoning.
The investigator who has been a student and a teacher of History for
a considerable period of time has felt that even such a subject based upon
logical reasoning and involving challenging situations, leading to inquiry is
being learned mechanically through memorization of facts concepts and so
on, most of which are often not even understood properly. It is almost true
that if we follow the !nethod of presenting History lessons by depending
merely on the prescribed textbook, the student's various capabilities like
research skills, critical thinking, judicial thinking, attitudes and values may
not be properly developed. The problem at hand is, how to make History
teaching investigation oriented.
students opportunity :o collect facts, analyses them and presents them with
their views it will help them to view History with a scientific perspective.
These methods will inculcate a sense of inquiry in the minds of the children.
The inquiry method, which we can trace out in Buddha's Teachings and Zen
Philosophy, is the most appropriate way of getting the right knowledge. It
makes the children self-reliant and self-realizing. In this unique method,
teaching and learning are not two separate entities but an amalgamation,
where the bifurcating line between the tutor and the pupil disappears. In this
way of learning, instead of a conventional omniscient and omnipotent spoon
feeder, a teacher transforms in to a humble guide who leads a group of lively
self-motivated inquirer:;.
Being highly productive, relevant, path breaking and progressive,
this problem is adopted for study and its details are given below. No such
study on this subject or problem is so far undertaken in this particular area
ie . , History in any university.
5.0 The Statement of the Problem
"EFFECTIVENESS OF THE INQUIRY APPROACH IN LEARNING
HISTORY AT THE SECONDARY SCHOOL LEVEL".
6.0 Definition of Key Ternas
It is the quality of being effective. An assessment of the change in the
achievement level of students after the implementation of the teaching
programme leads to the determination of effectiveness.
Inquiry Approaclt
It is a strategy, which emphasizes the 'process' and the 'scientific spirit' of
teaching and learning (Nagalski, 1980). It is an approach to teaching and
learning which encourages students in solving problems by themselves
through a careful search.
Any one of the standard,^ VIII, IX, or X in a school which is recognized by
the government of Kerala State providing instruction and following the
present state curriculum.
7.0 Objectives of th,e Study
I. To find out the effectiveness of I~zquiry Approaclz for achieving the
objectives of learning History under the cognitive domain and affective
domain.
I t . To find out the effectiveness of Conventiotzal Textbook Approach for
achieving the objectives of learning History under the cognitive domain and
affective domain.
I l l . To compare the effect~veness of the Ittqrriry Appruaclt with that of the
Co~zventional Textbo,ok Approaclz in achieving the objectives of leaming
History under cognitive domain such as:
a,) K~zowledge
6,) Conzpreltertsion
q1 Researclz SkiNs
d,l Critical Tltittkitzg
IV. To compare the effectiveness of the Iizquiry Approach with that of the
Conventional Textbook Approaclz in achieving the objectives of leaming
History under affective domain such as:
a,' Attitudes
b, Valrres
V. To compare the effectiveness of the I~zqrriry Approach on the performance
of the students belonging to different levels of I~zteNigetzce.
VI. To compare the e:ffectiveness of the Itzquiry Approaclr on the
performance of the students belonging to different levels of Socio-
Economic Status.
8.0 Hypotheses
1 Inquiry Approach is more effective than the Co~zvetrtiurral Textbook
Approach in achieving the objectives of learning History under cog~zitive
11. I~rqrriry Approach is more effective than the Cottventiotral Textbook
Approaclr in achieving the objectives of learning History under
affective domain.
111. Inquiry Approach in learning History is effective on pupils of different
levels of Intelligence.
IV. Inquiry Approach in learning History is effective on pupils of different
levels of Socio- Econorivic Status.
9.0 Methodology in Brief
Since the main aim of the study is to find out the effectiveness of the
Inquiry Approach ovt:r that of the Conventional Textbook Approach,
experimental method %.as found to be the most appropriate one. The design
selected for the study was 'Pre test- Post test Non-Equivalent Group'. Six,
I X ' ~ standard class,:^, two each from Govt.V.H.S.S Mangayil,
TripunithuraIGovt. B.I-[.S Tripunithura and Govt. Model G.H.S Tripunithura
were selected for the study. Among the six classes selected, one each from
each school was se1e:ted as the experimental group and other three as
control group. The group of 240 students from the six classes (6 divisions of
40 each) was treated as the sample. The experimental group was taught
according to the Inquiry Approach and the control group was taught in the
Conventional Textbook Approach of explaining the content using the
prescribed textbook. Twenty lesson transcripts were prepared based on the
Inquiry Approach on twenty sequentially arranged learning topics from the
unit 'The Cultural Heritage of India'. Supplementary learning materials related
to the topics were prepared and distributed among the experimental group
students. An Achievemznt Test, Attitude Scale and Value Scale were also
prepared to test the effectiveness of the Inquiry Approach. The same
Achievement Test, Attitude Scale and Value Scale were given as pre-test
and post-test for both ?he groups. Intelligence Scale and Socio-Economic
Status Scale were administered only to the experimental group to find out
the effectiveness of the Inquiry Approach on the performance of the students
belonging to different izvels of intelligence and socio-economic status. The
data thus collected was tabulated and analysed statistically. Since the intact
classroom groups which were non-equivalent, the Analysis of Co-variance
(ANCOVA) was used Sor the analysis of the data. The findings of the study
obtained from the data were used to test the tenability of the hypotheses.
Based on the findings of the study and the tenability of the hypotheses,
suggestions for the improvement of the present system of education were
arrived at. Suggestions for further research were also given in the research
report.
10.0 Scope and Limitations o f the Study
It is rightly said that the best of the curriculum and the most perfect
syllabus remain dead unless quickened into life by the right methods of
teaching. Method form!; the most important link in the total teaching-
learning chain which ha:$, on the one hand, the goals and purposes, and, on
the other results and val~les.
For achieving the comprehensive objectives of teaching and
learning History, the methods which would expose the pupils knowledge
and experiences, help in the development of understanding, critical
thinking, research skill:r, attitudes and values are needed. The procedures
adopted should also give training in constructive thinking, reasoning and
critical judgement. The type of goal expectations in the teaching of History
involves deeper and extensive participation of students in learning. If
comprehensive objectives of teaching and learning History are to be
realised in students, they will have to be exposed to a variety of learning
experiences involving book learning, observation, interviewing, surveying,
interpreting, reviewing, recording, reporting and evaluating. The type of
growth and behaviour changes to be brought about in the student and the
need to make him an enlightened, discriminating, dynamic, productive and
democratic citizen would make it imperative to provide him learning
experiences geared to that end.
No other method of instruction is as effective in instilling these
qualities among the students as the Inquiry Approach. This approach has
been adopted in western countries to teach different subjects, but it is very
rarely used in our schocils.
Inquiry Approach in learning History is one that trains children in
the technique of inquiry or discovery. The processes (skills, attitudes,
values) and the product (content) are both important to Inquiry Approach,
whereas assimilation of existing information, memory work, low student
involvement and low level thinking are the characteristics of Conventional
Textbook Approach. Inquiry Approach tends to be more enjoyable to the
students, generate more interest and enthusiasm and facilitate active rather
than passive leaming. So the investigator decided to adopt Inquiry
Approach as the method of leaming History.
The present study has been designed with the objective to compare
the teaching of Histoy through Inquiry Approach and Conventional
Textbook Approach at the secondary school level. The method of leaming
History was treated as independent variable and the achievement, attitudes
and values dependent variables. One major chapter of standard IX History
curriculum, 'The Cultur~al Heritage of India' was divided into 20
sequentially arranged learning topics. The investigator herself taught both
the control and experimental groups. The sample consisted of 240 pupils of
6 divisions of Std IX from1 3 schools of Emakulam District. It is presumed
on the basis of theories of Psychology that standard IX is a true
representative of secondary classes for this study.
The statistical t1:chniques adopted for the analysis of data are
sufficiently comprehensive to obtain the results. In the light of the
conclusions arrived at, relevant suggestions are put forward. It is hoped
that they may serve as guidelines for teachers and students to make
teaching and learning easier and more enjoyable task.
Inspite of every attempt to make the study precise and objective as
far as possible, certain minor limitations have crept into the study.
Considering the constxiints on resources it had to he limited to the
following:
(i) The study was confined to the effectiveness of the Inquiry Approach
in learning History on achievement, attitudes and values of pupils of
standard IX in 3 schools of Emakulam District.
(ii) Objectives such as Knowledge, Comprehension, Research Skills and
Critical Thinking under cognitive domain and Attitudes and Values
under affective: domain were considered except Democratic group
participation which are based on the 'Table of Specifications for
Selected Socia. Studies' put forward by Bloom (1971).
(iii) Only some topics of a single subject, History is considered.
( I V ) An irresponsit)le limitation of the study was the shortage of
experimental duration. The investigator had to engage regular class
periods in the 6 divisions to teach the selected topics, adopting
Inquiry Approach and Conventional Textbook Approach.
Yet, with time and facilities available, possible precautions
have been taken to evolve a study, which is to a greater extent
generalisable.
11.0 Organization o f the Report
The study was culminated in the presentation of a consolidated
report, which is organized into six chapters.
Chapter 1 is an introduction to the study. It centres on the aspects
of Integrity through Historical Awareness, The Time and the Space
Connection of History, Objectivity and Objectives of History, Need and
Significance of the Problem, The Statement of the Problem, Definition of
Key Terms, Objectives of the Study, Hypotheses, Methodology in Brief,
Scope and Limitations of the Study and Organization of the Report.
Chapter I1 offers an Overview of the Inquiry Approach. A review of
related studies that led to the emergence of the present study, and how it
provided the investigator an opportunity to justify her endeavour is
presented in Chapter 111.
Chapter IV, titled 'Methodology of the Study' presents a description
of the design of the study, stating the variables, objectives, hypotheses and
the procedures followed. A detailed analysis of data with the interpretation
of results is represented in Chapter V.
In the concluding chapter along with a brief gist of the study, the
findings are summarized and suggestions as to how best these findings may
be utilized for effective classroom practices are offered. It also offers
suggestions for further research.