Abstract

This study aimed to identify the effect of the students' reluctance in studying history on their level of historical culture. To achieve the goal, two instruments were prepared. The first one was about the reasons of students' reluctance and consisted of (24) items. The second instrument was an achievement test to detect the students' level of historical culture consisted of (36) questions. The validity and reliability of the instruments were checked. The first instrument was applied on a sample of (94) second secondary students who did not study history. The second instrument was applied on a sample of (195) students who studied and did not study history. The results showed that: the students' reluctance mostly was because the history teachers did not give the students the opportunity to dialogue and participate; the teachers' questions focus on memorizing and remembering; the history subject is theoretical where there is no practical application; the lack of relation among the history subjects; and the terms in history have nothing to do with the students' real life situations. The results showed also that the students' level in their historical culture who studied history was (83.1) which was higher than what is accepted educationally. While the students' level in their historical culture for those who did not study history was (49, 61).
As it is appeared, there is an inverse relationship between the students' reluctance in studying history and their level in historical culture.

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