The purpose of this study is to examine the level of readiness amongstudents in terms of knowledge,
skills and attitudes in using historical resources as history teaching and learning materials in secondary
schools. The design of this study is a quantitative research that uses survey method involving a total of
521 form four students from secondary schools using simple random sampling technique. The
questionnaire are used in this study which has been verified by the content expert dan has a good
realiability value. The data were analysed using descriptive and inferential statistics such as MONOVA
and Correlation Pearson using "IBM SPSS Statistics”version 24.The findings of this study indicate that
the level of readiness amongsecondary history students in terms of knowledge, skills and attitudes in
using historical resources as teaching and learning materials are at moderate level. Beside that, school
location influences the level of readiness and there a relationship between levels of readiness with
school location among students.Implication of this study can help history teachers know the level of their student knowledge, skills and attitudes toward using historical sources before carrying out in their
lessons.
The purpose of this survey study is to identify the type of student learning style preferences in history
subjects, as well to identify whether there are significantly mean differences of learning style on
student demographic aspects such as gender, achievement level, subject stream and school location.
This study involved a total 521 form four students from a state of north peninsular of Malaysia through
simple random sampling technique. This adapted Perceptual Learning Style Preferences Questionnaires
which are validated by the content expert matters and have a good reliability values are the research
instrument in this study. The data of this study were analyzed descriptively and inferred such as
independent sample-t test through IBM SPPS software. The findings of this study indicated that the
history student preferences learning style is auditory style for physiological dimension and collaborative style for sociological dimension. Furthermore, the findings also showed that there are
significantly mean differences between learning style and student demographic aspects such as
achievement level, subject stream and school location. Therefore, the findings also reported that there
are no significant mean differences in learning style among male and female history students.
Essentially, the findings can be used by the State of Education Department, the Curriculum
Development Center and the history teachers to redesign the implementation of meaningful history
teaching and learning process by taking account of the student learning styles aspects.
An action research aims to identify whether historical conceptual understanding can be enhanced
through the Peer with Sources-Cards technique introduced in history subjects for students. The six
students selected through purposive sampling technique have been used as sample in this study.
Kemmis and McTaggart models, (1988) are used in this study which involved quantitative and
qualitative data collection such as performance tests, interviews and observations. The findings of the
study showed that there was improvement dan retention of historical conceptual understanding, as well
the misconception which existed among students could be reduced through Peer with Sources-Cards
technique. Students also demonstrated a positive perception of the implementation of Peer with
Sources-Cards technique in the process of teaching and learning history. It is hoped that the Peer with
Sources-Cards technique method should be extended to all other levels of form with different topics
that enable the process of teaching and learning of history to be more fun.