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.