ABSTRACT
This study examined the strategies used by history teachers in catering for students‟ diversity in the teaching and learning of history in Senior High Schools in the Cape Coast Metropolis. The descriptive survey research design was used in this study. In all, one hundred and nineteen (119) history students and three (3) history teachers from three schools formed the sample size for the study. The instruments used to collect data were questionnaire and interview guide. The study found that teachers used discussion, question and answer, brainstorming, discovery, field trip and lecture methods as methods of teaching in catering for students‟ diversity. In addition, the study discovered that teachers used intrinsic motivation as well as awards like certificate which is extrinsic as a motivational technique in catering for students‟ diversity. Again, the study discovered that teachers used all the various assessment techniques thus traditional, authentic, performance and alternative assessment as a strategy in catering for students‟ diversity. Also, with regard to the resources used in catering for students‟ diversity, it was discovered that the history textbooks and syllabus dominate the history classroom with a slight use of visual materials in catering for diversity. It is recommended that history teachers should not solely depend on the history textbooks and syllabus. Ghana Education Service should organize Seminars and workshop for teachers where they will be taught the kind of resource to use for a particular topic in the history syllabus in order to cater for students‟ diversity.
