Students’ Perceptions on the Strategies used in Catering Diversity in the History Classroom: A study of Schools in the Cape Coast Metropolis.

Abstract

This study examines the strategies used by history teachers in catering for students’ diversity in Senior High Schools in the Cape Coast Metropolis. Descriptive survey research design was used for the study. In all, hundred and nineteen history students from three schools formed the sample size for the study. The instruments used to collect data were questionnaire. In addition, percentage and frequency were used in analyzing the data collected. The findings of the study revealed that teachers used various methods of teaching mostly discussion, question and answer, brainstorming, discovery, field trip and lecture method in catering for students’ diversity. Again, both intrinsic and extrinsic motivational techniques were identified as been used in catering diversity. Also, traditional, authentic, performance and alternative assessments were discovered as the assessment forms used in catering students’ diversity.  In addition, resources such as the history textbooks and syllabus with a slight use of visual materials were found to be used as resources in catering for diverse students. It was recommended that history teachers should continuously adopt different strategies in order to cater for the diversities that exist in the history classroom.