ABSTRACT
The teaching and learning of history in junior schools within the Ovia North East local government area of Edo State, Nigeria, encapsulates a range of challenges that impede the effective transmission and assimilation of historical knowledge. This research aims to identify and analyze these challenges to propose potential strategies for improvement. The study employs a qualitative research methodology, engaging with teachers, students, educational administrators and government policies through questionnaire, focus groups, and classroom observations.The preliminary findings of the research indicate that the challenges can be broadly categorized into seven main areas: Teachers Qualifications, teaching methodologies, and skills, Class Room management, Assessment Methods, Lack of Enthusiasm,Ideology that History is an Irrelevant Subject or Alternative subject,Lack of Instructional Materials, Government policies and curriculum developers. The curriculum for history education in junior schools is found to be often outdated, lacking in local context, and not sufficiently aligned with the students' interests and experiences. This disconnect between the curriculum and the learners' backgrounds poses a significant barrier to creating a meaningful and relatable learning experience. In terms of teaching methodologies, the research highlights a prevalent reliance on rote memorization and lecture-based instruction, which fails to stimulate critical thinking or foster a deep understanding of historical concepts. The study also uncovers a scarcity of teaching aids, such as textbooks, visual materials, and interactive tools, which are crucial for a subject that relies heavily on the interpretation and analysis of information from the past.Furthermore, the research identifies a general lack of student engagement with history as a subject. This disinterest is attributed to the perception of history as a static and irrelevant field of study, compounded by the absence of innovative teaching practices that could make history more appealing and relevant to the students' lives.The abstract would delve into the implications of these challenges for educational outcomes and the broader implications for society's understanding of its past. It would also outline the potential strategies for addressing these challenges, such as curriculum reform, teacher training in innovative pedagogical approaches, investment in educational resources, and the integration of local historical content to make learning more relevant and engaging. The conclusion would emphasize the importance of history education in shaping informed and conscious citizens and the need for concerted efforts to overcome the identified challenges.
