Dissertation (MA Education)This study examines how the teaching of History can be improved by developing and using instructional materials based on the learner-centered approach (LCA). The study has employed quasi-experimental and phenomelogical designs in which two schools in Rombo district in Kilimanjaro region were involved. The experimental school had 1 teacher and 45 students while the control school had 1 teacher and 40 students. Data were collected through interviews, tests and observations. Qualitative data were analyzed by using content analysis while quantitative data from the test were analyzed by using statistical methods such as tabular forms. Findings revealed that, before the experiment, both teachers were teaching History through the teacher-centered approach (TCA) because they lacked knowledge and skills on how to use the LCA. Students had a little interest and faced difficulties in understanding the subject. After the introduction of the innovation in experimental school, teachers admitted that the LCA made their work simpler because their roles were that of facilitators, guiders and their students were more active and interested in the subject. Students from the experimental school performed significantly better than those of the control school in the post test, and gave testimonies of being more actively involved in learning, easier understanding, building more learning skills, and increased interest in the subject. It is concluded from the study that, the teaching of History through LCA exemplary materials has been successful in improving the teachers‟ knowledge and skills on learner-centered teaching and changed their attitudes towards teaching and learning. It has also made learning easier and more effective. It is recommended that lessons from this study be utilized to improve teaching in History and other subjects.