The integration of instructional materials in teaching History significantly influences student
engagement and academic performance, especially in resource-limited public secondary schools.
This study examined the effects of instructional materials on the teaching and learning of History
in Dagoretti Sub-County, Nairobi County. Specifically, it explored the availability and types of
materials used, their impact on student performance, challenges in their use, and strategies for
improved utilization. A descriptive survey design was employed, targeting 120 Form Three and
Four students and 6 History teachers from three public secondary schools. Data were collected
through structured questionnaires and analyzed using descriptive statistics and thematic analysis.
Findings showed that while textbooks were moderately available, digital tools, visual aids, and
physical artifacts were lacking. A positive link between instructional materials and student
performance was established, with 63.3% of students reporting improved understanding through
materials like videos. Key challenges included outdated resources, limited teacher training, and
inadequate digital infrastructure. The study recommends greater investment in instructional
materials, regular teacher training, and enhanced ICT support to improve History teaching and
learning outcomes.