Challenges faced in the teaching and learning of source-based questions in history at ordinary level: a case study of a rural school in Lupane district

Abstract

This study investigated the challenges faced in the teaching and learning of source-based questions in history at ordinary level. This was prompted by the need to understand why pupils who attempt source-based questions perform poorly in the examinations at ordinary level. The case study research design was used, that is, single case study. The target population was ordinary level history teachers and pupils at a rural school in Lupane district. From the population of 46, the researcher sampled 24 participants (20 pupils and 4 teachers). To collect data, document analysis, questionnaires and interviews were . The collected data was presented quantitatively as well as qualitatively using tables and bar graph as well as qualitatively. Analysis and discussion came after presentation of data. The study revealed that learners have challenges in answering questions from sources such as maps, cartoons, speeches and letters. These challenges were caused by lack of resources, failure to interpret sources, lack of adequate practise and teachers’ and learners’ negative attitude towards source-based questions. The researcher then recommended that resources should be provided by the schools, the teachers are encouraged to use various teaching methods to arouse interest in learners. In addition, the teachers to be staff developed on teaching source-based questions.