Preeti Sinha




The progress, welfare and prosperity of a nation depends on rapid, planned and sustained growth in the quality and extent of education and this can be achieved only with peace and stability in the country in which informative subject like history can play a pivotal role. Thus, history as a subject becomes a priority area in education. History is a store house of information, knowledge and culture. This knowledge, information and culture can preserve the unity in diversity. It has the power to check the fissiparous tendencies by enriching the cultural life of the nation by developing the culture of the various groups as part of a single nation. History forms a part of the curriculum in general education for the first ten years of schooling. The course up to this stage is aimed at acquainting the pupil with important trends and developments in history of India and the world. The subject has been incorporated in the curriculum with varied aims and objectives, some of which are:  teach tolerance, cultivate a forward look, foster nationalism, develop international understanding, give training to handle controversial issues, help resolve our contemporary social and individual problems etc. The purpose is to fight the tendencies of parochialism, linguism, communalism, egoism, etc. In order to retain our hard won freedom,

national emotional integration has to be our natural tune. For this, a right attitude towards history is the greatest need of the hour.  History learning should help to preserve the unity in diversity, ensure rapid social, economic and educational progress, enrich the cultural life of the nation and ensure security from internal and external dangers. The children should be exposed to this store house of information through the right methods of teaching and the right kind of teachers.



1. To find the proportion of high attitude towards history.

2.To find the proportion of low attitude towards history.

3.To find the relationship between positive attitude towards history and achievement in history.

4.To find out the significance of difference between achievement in history of the low and high attitude students.  




The sample consisted of 96 students of B. Ed. course studying in St. Xavier’s College of Education, Patna , Bihar. They were graduates / post graduates from not less than 28 universities of India.



A scale of attitude towards history was  developed and was standardised by the investigator. The tool was on 3 point scale, with 12 items and the respondents had to give one of the three clear indications- yes,   no,    or uncertain. The test- retest reliability of the scale was 0.58.                  


Achievement scores in history were taken into consideration from their performance in the first semester examination of the college held in December 2004. These scores were arranged in accordance with the attitude scores yielding two groups, i.e., high attitude group and low attitude group. The mean, SD and t-ratio were calculated for the scores obtained. The obtained t – ratio [11.76 ] appeared to be significant beyond 0.01. This leads us to reject our null hypothesis that there is no difference in achievement in history between high- and- low attitude groups. Thus, the higher the attitude towards history, the  higher is the achievement in history. Hence,  attitude affects achievement.





Knowledge, attitudes and behaviour are very closely linked. The formation of attitude is unquestionably conditioned by experience. It is generally accepted that attitudes are determined largely by social environment and home and school influences are specially important. Hence, the development of a right attitude towards a subject has to be created from the very beginning. Parents and teachers should be conscious enough not to disillusion the child in relation to any subject. The right attitude will definitely result in right action in form of high achievement. The negative attitude is largely based on environmental stimuli.