TO BE, RATHER THAN TO SEEM: STUDENT PERCEPTIONS OF THE IMPORTANCE OF HISTORY IN THE 9-12 CURRICULUM

Abstract

There has been a recent emphasis on Science Technology Engineering Mathematics (STEM) education, an area that seems to be growing even when budget cuts hit. The present study investigates whether high school students perceive history to be as important as science and math. To test the value placed on each subject based on the reasons informed by the literature, a survey was administered to a purposive sample of eleventh grade students in a public high school in a rural county in eastern North Carolina. For history or social studies, math, science, and English or language arts, respondents rated their agreement with and participants discussed in focus groups whether the subject engaged them and was important for them to contribute to society, achieve financial success, or reach their future goals. Responses were compared by subject and themes were highlighted. While respondents gave high scores to all the subjects, the remarks of the focus group participants showed their unique ideas for engagement through cooperative learning and games. Participants also expressed the belief that subjects were most important when the material clearly related to their futures.