The study of history in Nigerian secondary schools has evolved significantly since the colonial era, where students followed the Cambridge senior-level curriculum. The effectiveness of history education largely depends on the teacher’s preparedness, students’ interest, and, critically, the teaching methods employed. History equips learners with the knowledge to understand the past, develop critical reasoning skills, foster patriotism, and make informed decisions for national development. However, contemporary teaching practices often rely heavily on the lecture method, reducing history to mere storytelling and diminishing student engagement. Emerging trends in history education emphasize interdisciplinary and innovative approaches, reshaping course structures, instructional materials, and pedagogical strategies. This study examines the impact of teaching methods on the effectiveness of history instruction in secondary schools, highlighting the need for interactive, participatory, and inquiry-based approaches that enhance students’ understanding of the past while fostering analytical and reflective skills for future development.
Nimiye Pereowei Tamunoemi (Wed,) studied this question.