THE USE OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING HISTORY IN JUNIOR SECONDARY SCHOOLS IN BENIN METROPOLIS: A CASE STUDY OF UNIBEN STUDENTS TEACHING PRACTICUM

ABSTRACT

This research examines the impact of using instructional materials in teaching history to Junior Secondary School students in the Benin metropolis. It specifically investigates the teaching practicum experiences of University of Benin (UNIBEN) students to assess how instructional materials affect history education. Employing a mixed-methods approach, the study combines qualitative data from classroom observations and questionnaires distributed to student teachers, with quantitative data for comprehensive analysis. The goal is to determine the effectiveness of instructional materials in improving students' understanding, engagement, and retention of historical knowledge. The research focuses on UNIBEN student teachers who completed their practicum in various public and private secondary schools in Benin City. The findings contribute to the broader discussion on history education by providing insights into the practical benefits of using instructional materials. This study addresses the specific context of the Benin metropolis, offering valuable information for educators, curriculum developers, and policymakers aiming to enhance history teaching methods. The results of this research will inform recommendations for integrating instructional materials into history education, with the goal of improving the quality of historical instruction in Benin City. Additionally, these findings could serve as a model for other regions with similar educational contex.