Project – Effect of Teaching Methods in Christian Religious Studies on Students’ Academic Performance in Five Selected Senior Secondary Schools in Kosofe Lagos

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education plays an important role in the development of individuals and society. It serves as a means through which knowledge, skills, values, and attitudes are transmitted from one generation to another. In Nigeria, secondary education is designed to prepare students for useful living within society and for higher education. One of the important subjects taught at the secondary school level is Christian Religious Studies (CRS). The subject is aimed at developing students morally, spiritually, socially, and academically through the teachings of the Bible and Christian principles.

The teaching of CRS in secondary schools is expected to help students acquire moral values such as honesty, love, discipline, obedience, tolerance, humility, and respect for others. Apart from moral development, CRS also contributes to the intellectual growth of students by improving their understanding, reasoning, and communication skills. However, the achievement of these objectives depends greatly on the teaching methods adopted by teachers during classroom instruction.

Teaching methods refer to the various strategies, techniques, and approaches used by teachers to facilitate learning and improve students’ understanding of a subject. Effective teaching methods make learning interesting, meaningful, and participatory, while ineffective methods may lead to poor understanding, lack of interest, and low academic performance among students. In the teaching of CRS, methods such as lecture method, discussion method, storytelling method, questioning method, demonstration method, role-play method, and activity-based learning are commonly used.

Among these methods, the lecture method is one of the most widely used in many Nigerian secondary schools because it allows teachers to cover large portions of the syllabus within a short period. However, the method is often criticized because it encourages passive learning, where students listen without active participation. This may reduce students’ interest and understanding of CRS concepts. On the other hand, learner-centred methods such as discussion, role-play, dramatization, and group activities encourage active participation, critical thinking, and better retention of knowledge.

Academic performance refers to the level of success achieved by students in examinations, tests, assignments, and classroom activities. Students’ academic performance in CRS has become a major concern among educators, parents, school administrators, and government authorities. Despite the importance of CRS in moral and academic development, many students still perform poorly in internal and external examinations. This poor performance may be linked to several factors such as inadequate instructional materials, poor learning environment, lack of qualified teachers, students’ attitudes toward the subject, and inappropriate teaching methods.

In recent years, educational researchers have emphasized that the choice of teaching methods significantly affects students’ understanding and academic achievement. When teachers use appropriate and interactive teaching methods, students become more motivated, attentive, and involved in classroom activities. This improves their comprehension and overall academic performance. Conversely, poor teaching methods may make learning difficult and reduce students’ interest in CRS.

In Kosofe Local Government Area of Lagos State, observations have shown that many secondary school students do not show adequate interest in CRS lessons, and some record poor academic achievement in the subject. Some teachers still rely heavily on traditional lecture methods without involving students actively in the learning process. This situation raises concern about whether the teaching methods used by CRS teachers are contributing to students’ poor academic performance.

Furthermore, the increasing rate of examination malpractice, indiscipline, lack of concentration, and poor academic achievement among secondary school students suggests the need for more effective teaching approaches in CRS. Since CRS is expected to shape students morally and academically, it becomes necessary to examine how teaching methods influence students’ academic performance in the subject.

Therefore, this study seeks to investigate the effect of teaching methods in CRS on students’ academic performance in five selected senior secondary schools in Kosofe, Lagos State.

1.2 Statement of the Problem

The academic performance of students in Christian Religious Studies in many secondary schools has become a source of concern to teachers, parents, school administrators, and educational stakeholders. Despite the importance of CRS in promoting moral values and intellectual development, students’ performance in the subject has continued to fluctuate, with many students recording low achievement in examinations.

One of the major factors believed to influence students’ academic performance is the teaching method adopted by teachers during instruction. In many senior secondary schools, CRS teachers still depend mainly on the conventional lecture method, where students are passive listeners rather than active participants in the learning process. This method may limit students’ understanding, interest, and retention of knowledge, thereby affecting their academic performance negatively.

In addition, some CRS teachers fail to use modern learner-centred teaching approaches such as discussion, role-play, demonstration, storytelling, group work, and activity-based learning, which are capable of making lessons more practical, interactive, and meaningful. As a result, students may develop negative attitudes toward the subject, lose interest in classroom activities, and perform poorly in examinations.

Another problem is that many schools lack adequate instructional materials and facilities needed for effective teaching and learning of CRS. The absence of teaching aids such as charts, biblical maps, projectors, and relevant textbooks may reduce the effectiveness of classroom instruction. In some cases, overcrowded classrooms and inadequate teacher preparation also contribute to poor teaching and learning outcomes.

Furthermore, students in some secondary schools in Kosofe Local Government Area appear to show low participation during CRS lessons, poor comprehension of biblical teachings, and weak academic achievement. This situation raises questions about whether the teaching methods used by CRS teachers are suitable and effective for improving students’ academic performance.

Although several studies have been conducted on students’ academic performance in schools, limited attention has been given specifically to the effect of teaching methods in CRS on students’ academic performance in senior secondary schools within Kosofe Local Government Area of Lagos State. It is against this background that this study intends to examine the effect of teaching methods in CRS on students’ academic performance in five selected senior secondary schools in Kosofe, Lagos State.

1.3 Purpose of the Study

The main purpose of this study is to examine the effect of teaching methods in CRS on students’ academic performance in five selected senior secondary schools in Kosofe, Lagos State.

The specific objectives are to:

1. determine the teaching methods commonly used in teaching CRS in senior secondary schools;
2. examine the effect of teaching methods on students’ academic performance in CRS;
3. identify the most effective teaching methods for improving students’ understanding of CRS;
4. examine students’ attitudes toward CRS based on the teaching methods used by teachers;
5. identify challenges affecting the effective teaching of CRS in secondary schools.

1.4 Research Questions

1. What teaching methods are commonly used in teaching CRS in senior secondary schools?
2. What effect do teaching methods have on students’ academic performance in CRS?
3. Which teaching methods are most effective in improving students’ understanding of CRS?
4. How do teaching methods influence students’ attitudes toward CRS?
5. What challenges affect the effective teaching of CRS in secondary schools?

1.5 Research Hypothesis

Ho₁:

There is no significant relationship between teaching methods and students’ academic performance in CRS in selected senior secondary schools in Kosofe, Lagos State.

1.6 Significance of the Study

This study will be beneficial to teachers, students, school administrators, curriculum planners, researchers, and the government.

The findings of the study will help CRS teachers understand the importance of using effective teaching methods that promote active learning and improve students’ academic performance.

The study will also help students benefit from more interactive and learner-centred teaching approaches, which may improve their understanding, interest, and achievement in CRS.

School administrators may use the findings to organize workshops, seminars, and training programmes for teachers on modern teaching methods.

Curriculum planners and educational authorities may find the study useful in reviewing CRS teaching strategies and improving the quality of teaching in schools.

The study will equally serve as a reference material for future researchers who may wish to conduct further studies on teaching methods and academic performance in CRS or related subjects.

1.7 Scope of the Study

This study focuses on the effect of teaching methods in CRS on students’ academic performance in five selected senior secondary schools in Kosofe Local Government Area of Lagos State. The study will specifically examine the teaching methods used by CRS teachers, students’ academic performance, students’ attitudes toward CRS, and challenges affecting effective teaching and learning of the subject.

The study will be limited to senior secondary school students and CRS teachers in the selected schools.

1.8 Definition of Terms

Teaching Methods

Teaching methods refer to the various approaches and techniques used by teachers to facilitate learning and improve students’ understanding.

Academic Performance

Academic performance refers to the level of achievement attained by students in tests, examinations, assignments, and classroom activities.

Christian Religious Studies (CRS)

CRS is a school subject that teaches students about the Bible, Christian beliefs, values, and moral principles.

Lecture Method

Lecture method is a teaching approach where the teacher explains concepts while students listen and take notes.

Discussion Method

Discussion method is a learner-centred teaching approach that allows students to exchange ideas and participate actively during lessons.

Role-Play Method

Role-play method is a teaching strategy in which students act out events or characters to improve understanding of lessons.

Students

Students are learners enrolled in secondary schools for the purpose of receiving education.

Senior Secondary School

Senior secondary school refers to the level of education after junior secondary school, usually consisting of SS1 to SS3 classes.

Project – Effect of Teaching Methods in Christian Religious Studies on Students’ Academic Performance in Five Selected Senior Secondary Schools in Kosofe Lagos