Data collected through validated and reliable "Students' E valuation of Teaching Effectiveness Scale (0.78)" were analysed using factor analysis. History lessons offer rich opportunities to teach both language and content. However, it also details how this approach proved profoundly upsetting for some participants, suggesting it should not be seen as a one-size-fits-all solution to overcoming barriers in teaching and learning. Therefore, it is against this background that this study investigated the teachersâ experiences on what involves teaching of History in innovative way, the challenges encountered and solutions to deal with such challenges while implementing these new student-centered methods. T, by taking into account the learning styles of student, expectations and goals; providing timely feedb. As humans, we should recognize history as an integral part of our lives. History thus helps us to understand the present day problems both at the national and international level accurately and objectively. The authors also question the extent to which digital technologies and practices can allow us to re-think the location of universities and curricula; and how they can extend higher education as a public good within the current wider political context. However, the study reveals lack of learning resources to be the main challenge with the need for all stakeholders to endeavor on mobilizing resources and foster professional development for History Teachers. Grbich, C. (2007). This action research study investigated the effects of different types of instruction on student learning of historical thinking. This paper examines the state of the use of technology in the teaching of History in selected Senior High Schools in the Cape Coast metropolis. Furthermore, allowing History be taught in innovative way,it let students develop historical thinking and reasoning skills (Fru, 2015). Instructional objectives are measurable terms that describe what learners will be able to do after the instruction. 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This impression, which students gain in high school, affects their attitudes and interests regarding history lessons in the following years. There are several instructional methods to teaching history but most fall into two major approaches: chronological or thematic. The study focused on how History teachers conceived historical facts. The study is both quantitative and qualitative in nature with Purposeful and later Simple Random Sampling Technique used to sample History teachers from various secondary schools in Mangochi District, Malawi.The results revealed that, Innovative Teaching Methods are crucial in producing critical thinking, socialization, decision making and analysis among students. Each gender profile reveals 11 pattern of underlying influence of which 7 are common to both gender. Done and created in the ratings of the subject, principles, values, theories, generalizations at revealing roles... 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