FACTORS MILITATING AGAINST HISTROY STUDENTS ACADEMIC ACHIEVEMENT IN SOME SELECTED SECONDARY SCHOOLS IN ONDO WEST LOCAL GOVERNMENT OF ONDO STATE

The purpose of this study was to investigate factors militating against History students scademi achievement in some selected secondary schools in Ondo West Local Government ares, Onde state The study adopts descriptive survey research design. Five secondary schools were randomly sampled for ease of administration, retrieval, collection and analysis of data. Simple random sampling technique was used to select 20 students from each of the selected schools Data were gathered by the use of questionnaires. The data were analyzed descriptively using simple percentage and frequency counts, for the demographic information, while chi-square was used to analyze the data generated on the research hypothesis. The findings revealed that parental influence impacted students' achievement in history education in Ondo West local Government, Ondo. The findings also show that families with low socioeconomic status, particularly those with illiterate parents often lack understanding of their children's educational requirements and support their homework. In addition, the findings reveal that availability and utilization of History learning resources such as textbooks, libraries, and online materials in senior secondary schools contributed to students' academic achievement. Furthermore, the findings show that government policy affected students academic achievement in History in Ondo West Local Government Area of Ondo State. In addition, the study recommends that activities like debates, simulations, role-playing make history engaging and interactive. Furthermore, the study recommended the use of maps, timelines, documentarians and historical re-enactments to bring history to life. Through a thorough examination of literature, it becomes apparent that several factors contribute to students' underperformance in history education. From curriculum design and teaching methods to parental influence, each element plays a crucial role in shaping students academic experiences. The study recommends that teachers should connect historical events to contemporary issues and students' everyday life, also classroom discussions and debates on historical events to develop critical thinking skills.