The Attitude Towards the Subject of History in General Education in Vietnam through a Survey from the Student's Perspective
Main Article Content
Abstract
Factors include teaching methods, influence from parents, influence from friends, careers related to the field of history, negative feelings about the subject and personal characteristics, all affect learning attitudes towards history subjects. Furthermore, through the use of open-ended questions, the research delved into the causes and reasons behind the lack of interest in the subject of history such as quite long knowledge, many timelines, and difficult to remember; problems from the teacher; the issue belongs to the individual preferences; or the nature of the subject including boring, long, dry, lacking visual images in teaching. An important proposal stemming from the research results is the need to innovate approaches to history subjects by using gamification. The research has shown that integrating gamification into the history learning process can lead to significant improvements in efficiency. In particular, using role-playing games based on historical stories is considered a high-performance solution to enhance interaction and efficiency in the learning process.
Keywords:
History, attitude, innovation, gamification, education
References
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[2] Quan T., “Why do students dislike History subjects?”. Tuoi tre online. 2022. https://tuoitre.vn/vi-sao-hoc-sinh-chan-mon-su-20220420215214797.htm (in Vietnamese).
[3] Mazana, Y. M., Suero Montero, C., & Olifage, C. R., Investigating students' attitude towards learning mathematics, 2019.
[4] Wenden, A., Learner strategies for learner autonomy. Prentice Hall, 1991.
[5] Sarmah, A., & Puri, P., Attitude towards mathematics of the students studying in diploma engineering institute (polytechnic) of sikkim. Journal of Research & Method in Education, 4(6), 2014, pp. 06-10.
[6] Syyeda, F., Understanding attitudes towards mathematics (ATM) using a multimodal model: An exploratory case study with secondary school children in England. Cambridge Open-Review Educational Research e- Journal, 3, 2016, pp. 32-62.
[7] Akinsola, M. K., & Olowojaiye, F. Teacher instructional methods and student attitudes towards mathematics. International Electronic Journal of Mathematics Education, Vol. 3, No. 1, 2008, pp. 60-73, https://doi.org/10.29333/iejme/218
[8] Joseph, G., A study on school factors affecting students’ attitudes towards learning mathematics in the Community Secondary Schools in Tanzania, The Case of Bukoba Municipal Council in Kagera Region. The Open University of Tanzania, 2013. https://core.ac.uk/download/pdf/33425741.pdf
[9] Prokop, P., Tuncer, G., & Chudá, J., Slovakian students’ attitudes toward biology. Eurasia Journal of Mathematics, Science and Technology Education, 3(4), 2007, pp. 287-295.
[10] Chi H.T.Q. (2015), Attitude to learning History of Hanoi High School students, Hanoi National University. https://repository.vnu.edu.vn/flowpaper/simple_document.php? subfolder=13/30/94/&doc=133094686971485739541216349310604712246&bitsid=b9e1e32a-bafd-4dc0-9a44-4df1a4158579&uid= (in Vietnamese).
[11] Schug, M.C., Why kids don’t like social studies. Paper presented at the annual meeting of the National Council for the Social Studie, 1982, https://files.eric.ed.gov/fulltext/ED224765.pdf
[12] Ahmed U, Maryam S. Secondary school students’ attitude towards the social science studies in sargodha city, Pakistan. International Journal of Academic Research in Progressive Education and Development. Vol. 5, No. 2, 2016, pp. 67-76, http://dx.doi.org/10.6007/IJARPED/v5-i2/2093
[13] Amengor, A., & Fredrick, P., The Attitude of Senior Secondary Students towards the study of History. Grin Verlag Publishers, 2007.
[14] Obeidat, Hani & Bani Abdelrahman, Mahmoud & Khaled, Ateyat & Mansoor, AL-Arood., The Effect of Students' Reluctance of Studying History on Their Level of Historical Culture. Asian Social Science, 7(2), 2011, pp. 119-129. https://www.researchgate.net/publication/50281880.
[15] Boadu, G. (2016). Teachers’ perception of the problems faced in the teaching of History in senior high school. Journal of Arts and Humanities, 5(7), 2016, pp. 38-48. https://www.theartsjournal.org/index.php/site/article/view/967/487
[16] Forum "The role of teaching and learning History in Vietnamese education" December 10, 2015 (in Vietnamese).
[17] Qian, M., & Clark, K. R. Game-based learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 2016, pp. 50–58. https://doi.org/10.1016/j.chb.2016.05.023
[18] Meluso, A., Zheng, M., Spires, H. A., & Lester, J., Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning. Computers & Education, 59(2), 2012, pp. 497–504. https://doi.org/10.1016/j.compedu.2011.12.019.
[19] Sung, H. Y., & Hwang, G. J., A collaborative game-based learning approach to improving students’ learning performance in science courses. Computers & Education, 63, 2013, pp. 43–51. https://doi.org/10.1016/j.compedu.2012.11.019.
[20] Hung, C. M., Huang, I., & Hwang, G. J., Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education,1(2–3), 2014, pp.151–166. https://doi.org/10. 1007/s40692-014-0008-8.
[21] Yien, J. M., Hung, C. M., Hwang, G. J., & Lin, Y. C., A game- based learning approach to improving students’ learning achievements in a nutrition course. Turkish Online Journal of Educational Technology-TOJET, 10(2), 2011, pp. 1–10.
[22] Lin, C. H., Liu, E. Z. F., Chen, Y. L., Liou, P. Y., Chang, M., Wu, C. H., et al., Game-based remedial instruction in mastery learning for upper-primary school students. Journal of Educational Technology & Society, 16(2), 2013, pp. 271–281
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