The study of history and development: Making history come alive in secondary schools

Abstract

This paper reports on an experimental study in which Form 4 history students at St. George’s College, Trinidad were exposed to a unit in which they engaged in archaeological activities; one aspect of the historian’s craft. A researcher-designed test of achievement in the relevant content and attitudes to history was used to measure the effect of this unit. The findings of a quantitative analysis of student responses suggested that there were no significant differences in the scores on pre- and post-test performances on either attitudes or achievement. Quantitative analysis implied some positive effects of the unit.