Identifying Teaching Methods Used by Ancient History Teachers in the Second Stage of Secondary Schools in Baghdad

Abstract

This study aimed to identify the teaching methods used by Ancient History teachers in the second stage of secondary schools in Baghdad. This study was conducted using a qualitative approach and descriptive phenomenological design. The participants were Ancient History teachers working in the second stage of secondary schools in Baghdad. They were selected through purposive criterion-based sampling. The inclusion criteria were at least five years of teaching experience in Ancient History and willingness to participate in the study. Data were collected through semi-structured interviews with 20 teachers, and sampling continued until theoretical saturation was achieved. The interviews were recorded, transcribed verbatim, and analyzed using Colaizzi’s seven-step content analysis method. Researcher reflexivity, member checking, and triangulation were used to enhance the credibility and trustworthiness of the findings. Since the study was qualitative, no statistical inferential tests were conducted; however, the interpretive analysis of interview data showed that teachers’ instructional methods were organized into six main components: storytelling and narration, performance and enactment, group and collaborative activities, games and motivation, multimedia resources and technology, and research-based and experiential learning activities. These components were classified into seven overarching conceptual codes and 50 initial codes. The findings indicated that communicative, interactive, and active methods, particularly storytelling, role-playing, group work, visual resources, and research-oriented activities, played the most prominent role in increasing learner engagement and making Ancient History learning more meaningful. The findings indicate that Ancient History teachers in Baghdad, despite educational and environmental constraints, use a diverse range of active, creative, technology-based, and experiential teaching methods. These results can serve as a basis for developing a localized teaching model for Ancient History, revising teacher education programs, and strengthening in-service training focused on active, collaborative, and research-based instructional strategies.