Project – Impact of Digital Learning Resources on Students’ Interest in Christian Religious Studies in Public Secondary Schools in Lagos State

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is widely recognized as a fundamental instrument for national development, social transformation, and human capital formation. In Nigeria, secondary education is designed not only to equip learners with academic knowledge but also to develop their moral, spiritual, and social competencies. Within this framework, Christian Religious Studies (CRS) occupies a unique position as a subject that fosters moral values, ethical reasoning, and spiritual awareness among students.

CRS contributes significantly to character formation by teaching biblical principles such as honesty, obedience, love, forgiveness, and responsibility. According to Ugwu (2020), religious education plays a vital role in shaping learners’ moral behaviour and promoting peaceful coexistence in diverse societies. Despite its importance, CRS has often been perceived by students as a theoretical and less engaging subject compared to science and technology-based disciplines.

In recent years, the teaching and learning of CRS in Nigerian public secondary schools has been dominated by traditional instructional methods, particularly the lecture method. This method places the teacher at the centre of instruction while students remain passive recipients of knowledge. Such an approach has been criticized for limiting student participation, reducing creativity, and discouraging meaningful engagement with learning content (Hmelo-Silver, Duncan, & Chinn, 2020).

However, the 21st-century classroom is increasingly influenced by digital transformation and technological innovation. The emergence of digital learning resources such as multimedia presentations, e-books, interactive applications, virtual learning platforms, educational videos, and gamified content has revolutionized teaching and learning processes globally. Digital learning resources refer to electronic tools and materials used to enhance instruction, improve understanding, and increase learner engagement (UNESCO, 2021).

Studies have shown that digital learning resources improve students’ motivation, interest, and academic engagement by making learning more interactive and visually appealing. For instance, digital storytelling, animations, and interactive quizzes allow students to connect abstract concepts to real-life experiences, thereby enhancing understanding and retention (Alade et al., 2020). In subjects such as CRS, where abstract moral and spiritual concepts are often difficult to visualize, digital tools can significantly enhance comprehension.

In Lagos State, which is one of the most technologically advanced and educationally developed states in Nigeria, there has been a gradual introduction of ICT-based learning in secondary schools. However, the integration of digital learning resources into CRS instruction remains limited and inconsistent. A study by Eboda (2025) revealed that while ICT tools are increasingly used in subjects such as mathematics and science, their application in Religious Studies is still minimal, resulting in lower student engagement.

Recent research has also shown that multimedia instruction has a significant positive effect on students’ interest and academic achievement in CRS. For example, Ugwu (2026) found that students exposed to multimedia-based CRS instruction demonstrated higher interest levels and better academic performance compared to those taught using conventional methods. Similarly, digital storytelling techniques have been found to significantly enhance students’ engagement and achievement in CRS in Lagos State secondary schools (Aremu et al., 2020).

Despite these advancements, many CRS teachers still rely on outdated instructional approaches due to inadequate ICT training, lack of digital infrastructure, and limited access to educational technologies. This has contributed to declining student interest in CRS, as learners increasingly prefer interactive and technology-driven subjects.

Interest is a crucial factor in learning because it influences students’ attention, motivation, and willingness to engage in academic tasks. When students are interested in a subject, they are more likely to participate actively and achieve better results. According to Yahya et al. (2024), learning interest significantly affects students’ academic performance, as it determines the level of engagement and persistence in learning activities.

In the context of CRS, students’ interest is essential for understanding moral lessons and applying biblical teachings to real-life situations. Without adequate interest, students may perceive CRS as irrelevant or monotonous, leading to poor academic performance and disengagement.

Given the increasing influence of digital technology in education, there is a need to explore how digital learning resources can enhance students’ interest in CRS. Therefore, this study investigates the impact of digital learning resources on students’ interest in Christian Religious Studies in public secondary schools in Lagos State.

1.2 Statement of the Problem

Christian Religious Studies is a subject designed to promote moral values, ethical behaviour, and spiritual development among secondary school students. Despite its importance in the Nigerian educational system, there has been a persistent decline in students’ interest in CRS, particularly in public secondary schools in Lagos State.

One of the major challenges facing CRS instruction is the continued use of traditional teaching methods that fail to engage students effectively. In many classrooms, CRS is taught through lecture-based methods that emphasize memorization rather than understanding. This has made the subject appear abstract, boring, and disconnected from students’ daily experiences.

As a result, many students show low participation in CRS lessons, reduced attention, and poor attitude toward the subject. This declining interest has also contributed to poor academic performance in external examinations such as WAEC and NECO.

Although digital learning resources have been identified as effective tools for improving student engagement in various subjects, their application in CRS remains limited. Studies such as Eboda (2025) indicate that ICT integration in Religious Studies is still underdeveloped in Lagos secondary schools, despite widespread access to digital devices among students.

Furthermore, while students are increasingly exposed to smartphones, internet resources, and multimedia content, these technologies are rarely utilized for CRS instruction. This creates a gap between students’ digital experiences outside the classroom and their learning experiences within the classroom.

Research evidence suggests that when digital tools are integrated into instruction, students demonstrate higher interest, motivation, and achievement. Ugwu (2026) reported that multimedia instruction significantly increases students’ interest in CRS by making learning more interactive and visually engaging. However, such innovations are not yet fully adopted in many public secondary schools.

The problem of this study, therefore, is that despite the availability of digital learning resources and their proven effectiveness in enhancing student engagement, students’ interest in Christian Religious Studies in public secondary schools in Lagos State remains low. It is against this background that this study seeks to examine the impact of digital learning resources on students’ interest in CRS.

1.3 Objectives of the Study

The main objective of this study is to examine the impact of digital learning resources on students’ interest in Christian Religious Studies in public secondary schools in Lagos State.

Specifically, the study seeks to:

1. Determine the extent of availability of digital learning resources in CRS classrooms.
2. Examine the level of students’ interest in CRS in public secondary schools.
3. Investigate the impact of digital learning resources on students’ interest in CRS.
4. Identify challenges affecting the use of digital learning resources in CRS instruction.

1.4 Research Questions

1. What is the extent of availability of digital learning resources in CRS classrooms?
2. What is the level of students’ interest in CRS in public secondary schools in Lagos State?
3. What is the impact of digital learning resources on students’ interest in CRS?
4. What challenges affect the use of digital learning resources in CRS instruction?

1.5 Research Hypothesis

H₀₁: There is no significant relationship between the use of digital learning resources and students’ interest in Christian Religious Studies in public secondary schools in Lagos State.

1.6 Significance of the Study

This study will be beneficial to teachers, students, school administrators, curriculum planners, and educational policymakers.

To teachers, it will provide insight into how digital tools can improve classroom engagement and student interest. To students, it will enhance their motivation and understanding of CRS concepts through interactive learning.

School administrators will benefit by understanding the need for improved ICT infrastructure and teacher training. Curriculum planners will use the findings to strengthen CRS curriculum delivery. Policymakers will gain insight into integrating digital learning into religious education for improved outcomes.

1.7 Scope of the Study

This study is limited to public secondary schools in Lagos State. It focuses on the impact of digital learning resources on students’ interest in Christian Religious Studies. It does not cover private schools or other subjects.

1.8 Operational Definition of Terms

Digital Learning Resources: ICT-based instructional tools such as videos, e-books, animations, and online platforms used for teaching CRS.

Students’ Interest: The level of attention, curiosity, and enthusiasm students show toward learning CRS.

Christian Religious Studies (CRS): A subject that teaches biblical principles, Christian ethics, and moral values.

Public Secondary Schools: Government-owned secondary schools in Lagos State.

ICT Integration: The use of information and communication technologies in teaching and learning processes.

Project – Impact of Digital Learning Resources on Students’ Interest in Christian Religious Studies in Public Secondary Schools in Lagos State