THE RELATIONSHIPS AMONG OBJECTIVES, CONTENT AND EXAMINATIONS IN THE TEACHING OF HISTORY

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dc.contributor.authorBITKON, SAMU TUBI
dc.date.accessioned2014-02-18T10:13:25Z
dc.date.available2014-02-18T10:13:25Z
dc.date.issued1975-03
dc.descriptionSubmitted in Partial Fulfilment of the Requirements for the Degree of MASTER OF EDUCATION (CURRICULUM DEVE.) DEPARTMENT OF EDUCATION AHMADU BELLO UNIVERSITY ZARIA 1975en_US
dc.description.abstractSince anything done in school or elsewhere is almost always for some declared or understood purpose, we decided to undertake a study to ascertain what exactly were the declared purposes for teaching the school certificate history syllabus. This was done in relation to the fact that stated objectives usually determine the selection of content and conduct of examination. It was therefore meant to determine whether the conduct of examination in the syllabus had any bearing on stated objectives. The teachers answered some questionnaires on the objectives they stated, the teaching techniques they often used and the teaching materials available. Their schemes of work and lesson plans were inspected in attempts to identify the sort of objectives they stated. Students were also interviewed. This was to know what objectives the students understood for learning the various history topics in the syllabus. It was the year Four students that were interviewed - about thirtynine of them, three in each school. Their note books were also inspected. iven_US
dc.identifier.urihttp://hdl.handle.net/123456789/1879
dc.language.isoenen_US
dc.subjectRELATIONSHIPS AMONG OBJECTIVES,en_US
dc.subjectCONTENTen_US
dc.subjectTEACHINGen_US
dc.subjectEXAMINATIONSen_US
dc.titleTHE RELATIONSHIPS AMONG OBJECTIVES, CONTENT AND EXAMINATIONS IN THE TEACHING OF HISTORYen_US
dc.typeThesisen_US
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