An analysis of History teaching methodology in High schools: A case of Tigania and Igembe districts, Meru County, Kenya

Abstract

This is a part of a larger study that was set out to establish pedagogical and other factors which influenced academic performance in Kenya Certificate of Secondary Education (KCSE) History examination in Tigania and Igembe Districts, Meru County Kenya. This study was aimed at establishing History teaching methods which influenced academic performance in Kenya Certificate of Secondary Education (KCSE) History examination in Tigania and Igembe Districts, Meru County Kenya. The study was carried out using descriptive survey design. The study used probability sampling where simple random sampling was used. Data collection employed questionnaires for teachers, and focus group discussion for the form three History students. The respondents for the study included forty (40) teachers, and four hundred (400) students who formed sixty (60) groups. The data was analyzed using statistical package for social sciences (SPSS) computer program and descriptive statistics. Chi square was used to test the null hypotheses. Although some teaching methods were found to be commonly used while others were often or rarely used, the impact of teaching methods on KCSE History examination performance was only significant for debate, brainstorming and panel methods.

Key Words: History teaching methods in High Schools, Tigania and Igembe Districts.