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Can a constructivist, community-based intervention increase student motivation to study history? A case study from Ghana

2024; UCL Press; Volume: 21; Issue: 1 Linguagem: Inglês

10.14324/herj.21.1.01

2631-9713

Trevor R. Getz, Fredrick Kofi Ayirah, Tony Yeboah, Stacey Kertsman, Benjamin Getz, Fara Bakare, Ariana Kertsman, Kaela Getz, Tryphena Ebu Mintah,

Second Language Learning and Teaching

Student interest in studying history is in decline in Ghana, as it is in secondary schools in many other parts of the world. Can student interest be stimulated, and can they be better served, by a curriculum that includes a focus on community, belonging and co-creation? This article details a preliminary intervention of just such a learning unit in a high school in Central Region, Ghana. Using a framework aligned with the historically responsive literacy approach, this programme supported student-directed research into aspects of local and personal history. The evidence from this study suggests that student motivation did increase, justifying an expanded future study of greater length, with additional participants, and building on the lessons from this preliminary effort.