Dissertation (MA Education)The current study aimed at designing, developing and implementing a learner-centred exemplary materials to improve teaching and learning the human evolution topic in O- level secondary school history syllabus. The study employed a mixture of both qualitative and quantitative research approaches with ethnographic and quasi-experimental research designs. The study involved participants who were selected from two schools that belonged to Momba district in Mbeya. Data were collected through observation checklist, interviews, questionnaires and students test. Qualitative data were analysed using content analysis while quantitative data from the test were analysed using statistical methods of mean comparison. This research revealed that, before the experiment, both teachers were teaching history through the teacher-centred approach (TCA). Apparently students on the other hand had a little interest and reported to face difficulties in understanding the theories of human evolution. After an introduction of the learner-centred approach (LCA) in the school, the teachers declared that, exemplary lesson materials made their work simpler because their major role was that of facilitators and guider and that the students were relatively more active in the entire process of teaching and learning. Results from a test that was conducted after the implementation of the LCEM revealed statistically significant efficacy of the designed exemplary materials. It was therefore that the teaching human evolution through learner-centred exemplary materials had brought about positive changes in teachers instructional practices, positive attitudes among teachers as well as students toward LCEM and finally high rate of students learning.