Abstract:
In a typical history classroom, it is often noted how students are expected to read in
class, write dictated notes or copy content from the book which they are then expected
to rote-learn and reproduce in their written work. This can get a rather monotonous
exercise for students who then only use the content with the aim of passing their exams.
To enhance their learning therefore, this research attempts to study the consequences
of inquiry-based pedagogy combined with a web-enhanced environment, by using a one group only quasi-experimental design and qualitative data collection tools. While often
students are left disinterested in the traditional history classroom, this study attempts
to see how the usage of a different kind of pedagogy affects students. The results depict
that most students as well as their history teacher are of the view that unique pedagogy
with the contribution of technology can assist in not only developing students’ interest in
the subject but also enhance their learning by giving them different perspectives and not
merely using the book. Therefore, it is recommended that history as a subject should
be given importance in Pakistan, by conducting more research in improving pedagogies
in a history classroom.
