Assessment of Demonstration Method on Performance in History Teaching and Learning activities among Secondary School Teachers' in Kwara State, Nigeria

Teaching requires a teacher to nurture his/her knowledge and skills constantly to prepare for the lessons, use appropriate teaching method such as demonstration to illustrate, analyses and critique issues specifically in History subject. Hence, this study investigated the assessment of demonstration method on performance in History teaching and learning among secondary school teachers in Kwara State. Descriptive research type was used and the population comprised all senior secondary school History teachers during the 2024/2025 academic session. Incidental sampling technique was used to select 180 History teachers from 364 senior secondary schools in Kwara as respondents for this study. A questionnaire was used to collect data from respondents. The instrument was validated by two experts in the Department of Arts Education, Faculty of Education University of Ilorin, Nigeria. A test-retest reliability method was used and a coefficient index value of 0.67 was obtained as reliability. Mean ranting, independent t-test and One-Way Analysis of Variance (ANOVA) were used to analyse the data. The findings showed that use of demonstration method makes History teaching and learning stimulating, stress-free, practical and appealing to the students. Moreover, there was a significant difference in the use of demonstration method in teaching History based on teachers’ gender, qualification and teaching experience. The study concluded that male teachers used demonstration method efficiently in teaching History than females in senior secondary schools. It was recommended that government should recruit more qualified History teachers to teach History in secondary schools to support effective use of demonstration method in teaching History.