Module III methods/Strategies of Teaching History

 
3.3.4 Behavioural Objectives 
According to Ndubisi (1981), behavioural objectives “are statements of educational 
outcomes which can be measured or observed in the learner”.
Examples: 
(i) 
To define history. 
(ii) 
To identify the nature, scope, and content of history.
(iii) 
To discuss the rationale for teaching and learning history. 
3.3.5 Performance Objectives 
These are variations of behavioural objectives. In this case, a performance objective is 
supposed to include four components: what is to be done (actively/behaviour), who is to do it 

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(learner), when is it to be done (time), and what level of proficiency is to be accepted 
(criteria for acceptable performance). 
Examples: 
(i) 
After listening to the guest speaker from the academia, the students will be able to
identify through discussion four out of the five advantages of archaeological studies.
(ii) 
After the debate on “Is oral source of history reliable?’’ the students should be able to 
decide which side presented the best argument. 
3.3.6 Expressive Objectives
Here the learning activity is specified, but the actual outcome is open-ended. This is because 
behaviour does not necessarily reveal all the feelings or attitudes that grow out of teaching-
learning situations. In addition, learning is highly personal. Due to individual differences 
among learners, what is actually learned is both diverse and varied.
Examples: 
(i) 
To visit the super market and discuss what was of interest there. 
(ii) 
To watch a football match and discuss on the best player. 
3.3.7 Domain-Referenced Objectives 
One way of thinking about learning is to imagine that it occurs in three areas of domains: 
cognitive, affective, and psychomotor. The cognitive domain refers to the acquisition and use 
of knowledge. The affective domain is concerned with feelings and attitudes while 
psychomotor domain focuses on the development of physical skills. 
Examples: 
By the end of lesson students should be able to: 
(i) 
List the causes of the rise and fall of Mali Empire (cognitive). 
(ii) 
Discuss the popular leader in the rise of Mali Empire (affective). 
(iii) 
Draw the map of West Africa showing the areas covered by Mali Empire 
(psychomotor).