THE CURRENT STATUS OF HISTORY SUBJECT LEARNING: CASE STUDY OF ULIS MIDDLE SCHOOL

Abstract

History holds a significant role in the identity of every nation. Nevertheless, in Vietnam, the study of History encounters numerous challenges, particularly when students exhibit a lack of genuine interest in the subject, perceiving it as dry and uninteresting. This predicament is not exclusive to the study of History at Middle School, University of Languages and International Studies, Vietnam National University, Hanoi (ULIS Middle School), as it grapples with similar issues. Specifically, the survey reveals that 56% of the students find the teaching methods to be less effective, and in some cases, entirely ineffective. Furthermore, the study indicates that the allure of the History subject is lacking, failing to ignite curiosity among learners. In response to these challenges, various solutions and recommendations have emerged from the study. These include initiatives such as investing in teacher training, curriculum development, integrating game-based learning into education, and enhancing extracurricular activities. These measures aim to address the identified issues and improve the effectiveness of History education at ULIS Middle School.