Project – IMPACT OF AUDIO-VISUAL MATERIALS IN TEACHING AND LEARNING CRS
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The integration of audio-visual materials into teaching and learning has been widely recognized for its potential to enhance student engagement and comprehension. In the context of Christian Religious Studies (CRS), these materials serve as valuable tools to help students better understand complex theological concepts, religious history, and biblical narratives. Research by Oluwole (2019) suggests that audio-visual aids, such as videos, slides, and interactive software, allow CRS educators to present abstract religious principles in more tangible forms. This approach caters to a wider range of learning styles, especially visual and auditory learners, thereby fostering deeper retention of religious knowledge. The use of film adaptations of Bible stories, for example, has proven to be particularly effective in helping students visualize and relate to the narrative, making theological teachings more accessible and engaging.
Further studies emphasize that audio-visual materials promote active learning and critical thinking, which are essential for understanding the complexities of Christian teachings. According to Adesola (2020), when students are exposed to religious content through multi-sensory experiences—combining sight, sound, and sometimes interactive elements—they are more likely to engage with the subject matter actively. This interactive nature of audio-visual learning helps students analyze religious texts and interpretations more critically, as they are not passive recipients of information but are encouraged to participate in the learning process. Furthermore, video resources that depict religious rituals, worship practices, or historical events related to Christianity provide students with a richer, more immersive learning experience that textbooks alone cannot offer.
Christian Religious Studies (CRS) is one of the major subjects missionaries bequeathed to Nigerian education system on the establishment of schools by the 19th century missionaries. The aim was to train people who will be of immense help to the colonial trinity goals (God/Christianity, government/colonization and Gold/commerce). In other to achieve the above, the major curriculum contents of their educational system were Bible knowledge, Arithmetic and English language for communication. To implement fully the contents, adequate attention was given to the understanding of the place of God in man’s life (Nsongo, 2001). During the missionary era, bible knowledge otherwise known as CRS was the core subject. Subsequently, after independence, government took over schools; there was a clarion call for review of curriculum in 1983. The call was as a result of criticisms leveled against colonial education, which some scholars viewed as being too arts oriented and as such lacked relevance to Nigeria upliftment, political emancipation and infrastructural development (Ocho, 2005). Ocho further explained that the situation led to the modification of the curriculum with greater emphasis on sciences and technological subjects.
For effective teaching to take place adequate considerations must be given to the teacher’s skill, the learners’ preparedness to learn, the teaching/learning environment, and the curriculum in addition to such external variables as government education policies, supervision/ monitoring exercise. These factors combine to give rise to effective teaching of any subject at whatever level of education.
Effectiveness of Christian Religious Knowledge (CRK) teaching becomes very important when one considers the indispensable position of the discipline in human socio-cultural, economic, spiritual and moral development. This feat is acknowledged by Federal Republic of Nigeria (2004) which placed Religious Studies as one of the core subjects in Group A at the Senior Secondary level. This is probably because Religion goes a long way to determining individual behaviour and aspiration, which in turn determines not only developmental strides of the society but also its internal harmony.
Christian perspective to Religious Studies does not deviate from the general functional roles of religion in the society, such as its efficacy in transcending personal and divisive forces in human society. Through shared symbols, values, norms and doctrines, religion, including Christian religion, provides a forum for people to unite to form integrated groups based on seemingly unfathomable mysteries of human existence.
Specifically, CRK teaching is believed to be capable of instilling in the Nigerian youth the required and desired knowledge, values, behaviours, attitudes and skills that would ensure their effective adaptation in an ever-changing multi-faith and multiethnic society, Nigeria, (Eluu, 2011). Obilom in Eluu (2011) equally holds that CRK curriculum is designed to teach not only the content of the holy book but also the moral lessons desirable therefrom.
Learning has to do with the application and integration of the knowledge acquired in a particular unit of instruction. Learning outcomes according to Obanya (2004) are statements that describe significant and essential learning which learners have acquired and can reliably demonstrate at the end of a course or program. The desired or expected learning outcomes of CRS study is on the attainment of ethical and moral behavior of school pupils, in other words, building up the moral character of an individual using example of Christian religion values rather than mere precepts. The main aim of including CRS into Nigerian education curriculum therefore is to advance Christian moral virtues in the lives of school pupils. Most often those desired outcomes do not manifest in some pupils’ behaviours judging from the rate of immorality observable in schools and the society at large.
According to Cronbac (2007), the use of audio-visual materials during teaching and learning process can appeal to the individual attention among students by creating interest. Indeed, audio-visual material provide concepts and attitudes to the student which improved his skills, ability to reason and make him/her informed about what is going on in the global village. Education has helped to bring the entire world into an entity through the information and knowledge education has helped us to achieve.
However, despite the numerous benefits of audio-visual materials in CRS education, some challenges remain. A study by Ojo and Adeyemi (2021) highlights that the effectiveness of these materials is contingent upon the quality of the resources and the competency of the teacher in utilizing them. Inadequate technical support or poorly designed materials can detract from the learning experience, leading to confusion or disengagement. Moreover, the reliance on technological tools requires both teachers and students to possess a certain level of digital literacy. As CRS curricula increasingly incorporate audio-visual resources, it is vital for educators to receive appropriate training and for schools to invest in the necessary infrastructure to ensure that these materials contribute to the overall quality of religious education.
1.2 Statement of the Problem
The teaching of Christian Religious Studies (CRS) in many educational settings, particularly in developing countries, faces several challenges that hinder the effective delivery of religious education. One such challenge is the traditional reliance on textbooks and lectures as the primary methods of instruction. While these methods have their merits, they often fail to address the diverse learning needs of students, particularly those who may not grasp abstract religious concepts through text-based learning alone. This gap in engagement and comprehension has led educators to explore alternative teaching aids, with audio-visual materials emerging as a promising solution. Despite the growing recognition of their potential benefits, there remains a lack of comprehensive understanding regarding the extent to which these resources impact the effectiveness of CRS teaching and learning.
Research on the role of audio-visual materials in educational settings has highlighted their potential to enhance student engagement, improve retention of knowledge, and cater to different learning styles. However, in the context of CRS, there is limited empirical evidence to substantiate these claims. While some studies have demonstrated the effectiveness of audio-visual tools in general education, there is a need for more targeted research that specifically examines their impact on religious education. This gap in research is particularly evident in developing countries, where access to high-quality audio-visual resources and technological infrastructure may be limited. As a result, CRS teachers may not be fully aware of how to leverage these resources effectively to enhance students’ understanding of Christian teachings and the broader religious curriculum.
Moreover, the adoption of audio-visual materials in CRS classrooms is often inconsistent, with some schools lacking the necessary technological infrastructure, while others may have access but are unsure how to integrate these resources into their teaching practices. Even when available, the quality of these materials varies, and the use of technology in the classroom is often not optimized. Teachers may lack the necessary skills to integrate audio-visual content into their lessons in a way that complements the traditional curriculum. In many instances, audio-visual materials are used in a limited or ineffective manner, such as playing videos without clear pedagogical objectives or simply using them as a form of entertainment rather than as a tool for learning. This lack of pedagogical training and proper integration may reduce the potential benefits of these resources in improving CRS education.
Another significant problem is the lack of understanding among educators regarding the specific advantages of using audio-visual materials in the context of Christian Religious Studies. While visual and auditory tools are widely used in other subjects, CRS educators may struggle to see how these materials can help in teaching complex theological concepts, Bible stories, and Christian doctrines. For instance, religious texts often involve abstract concepts, historical contexts, and cultural nuances that may be difficult for students to understand without concrete, visual representations. Audio-visual materials, when designed effectively, could provide students with a more immersive learning experience, but this potential is often underutilized. Teachers may not be aware of the best ways to incorporate multimedia content that fosters critical thinking, discussions, and deeper engagement with the subject matter.
Additionally, the potential challenges related to the accessibility of audio-visual materials cannot be overlooked. In many regions, particularly in rural or underfunded schools, there may be insufficient access to modern technological tools such as projectors, computers, or high-speed internet connections. Even in urban settings where such infrastructure exists, power outages or technical failures may disrupt lessons. Furthermore, there may be disparities in the ability of students to access these materials outside of the classroom, especially if the content requires internet access or specialized software. These logistical challenges often contribute to the underuse or ineffective use of audio-visual materials in CRS classrooms, limiting their impact on student learning outcomes.
Finally, the broader curriculum and educational policies surrounding CRS in many countries do not always prioritize the integration of multimedia resources. In some cases, CRS curricula remain heavily focused on textual study, with limited space for innovation or experimentation with new teaching methods. Teachers may feel pressured to adhere strictly to prescribed syllabi and exams, which may not take into account the potential advantages of using audio-visual materials to enhance teaching. As a result, the use of such materials often becomes an afterthought, rather than an integral part of the teaching strategy. This lack of institutional support for multimedia-based learning in CRS hinders the development of a more dynamic, student-centered approach to religious education.
1.3 OBJECTIVES OF THE STUDY
The main objective of this study is to investigate the impact of audio-visual materials in teaching and learning CRS in junior secondary schools in Aba local government area of AbiaState. The specific objectives included;
(i) To determine the degree of the use of audio-visual materials in teaching and learning of Christian religious studies in junior secondary schools in Aba local government area of AbiaState.
(ii) To find out the level of the use of audio-visual materials in teaching and learning of Christian religious studies in junior secondary schools in Aba local government area of AbiaState.
(iii) To examine whether the male and female differences affect the extent of use of the audio-visual materials in teaching and learning of Christian religious studies in junior secondary schools in Aba local government area of AbiaState.
(iv) To ascertain whether the difference in the education of the teachers affect the extent of the use of instructional materials in teaching and learning of Christian religious studies in junior secondary schools in Aba local government area of AbiaState.
- To make useful recommendations based on the findings of this study.
1.4 Research Questions
The following research questions addressed and guide the study:
(i) To what extent do teachers make use of audio-visual materials in teaching and learning of Christian religious studies in junior secondary schools in Aba local government area of AbiaState?
(ii) To what extent does the use of audio-visual materials in teaching and learning of Christian religious studies in junior secondary schools in Aba local government area of AbiaState?
(iii) Do male and female differences of the teachers influence the extent of usage of the audio-visual materials in teaching and learning of Christian religious studies in junior secondary schools in Aba local government area of AbiaState?
(iv) Do differences in the qualifications of the teachers influence the extent of usage of audio-visual materials in teaching and learning of Christian religious studies in junior secondary schools in Aba local government area of AbiaState?
1.5 Research Hypotheses
This study was guided by the following null hypotheses which were tested at 0.05 level of significance.
H01: There is no significance difference in the mean scores of male and female teachers in the use of audio-visual materials in teaching and learning of Christian religious studies in junior secondary schools in Aba local government area of AbiaState.
H02: There are no significant differences between the mean scores of trained and untrained Christian religious studies teachers in the use of the audio-visual materials in teaching and learning of Christian religious studies in junior secondary schools in Aba local government area of AbiaState.
1.6 Significance of the Study
It is hoped that this study will inspire teachers and inspectors of the State and Federal Ministries of Education to improve their competence and performance by adopting audio-visual materials to suit their proper use in the classroom. This will improve the teaching and learning of Christian religious studies in particular and other subjects in general. This study also will help educational planners to lay more emphasis on teachers’ use of the audio-visual materials when drawing up an Christian religious studies curriculum. The Federal Ministry of Education and State Education Commission, when recommending text books for Christian religious studies, should ensure that text books should contain CD ROMS, films and tape recorded work of the same text books and that teachers should be made to have and use materials such materials should be available for the teachers’ use in the classrooms. Finally, this study shows that each of the students has absolute control of his potentials and as such is capable of developing his potentials and attain high academic excellence commensurate with those potentials through the use of audio – visual ads.
1.7 Scope of the Study
This study was carried out in all the secondary schools in Aba Local Government Area. The study investigated impact of audio-visual materials in teaching and learning CRS in Aba local government area of AbiaState.
1.8 Limitation of the Study
There is no study undertaken by a researcher that is perfect. The imperfection of any research is always due to some factors negatively affecting a researcher in the course of carrying out research. Therefore, time constraint has shown no mercy to the research. The limited time has to be shared among many alternative uses, which includes reading, attending lectures and writing of this research, also distance and its attendant costs of travelling to obtain information which may enhance the writing of this study was a major limitation.
Operational definition of Terms
- Impact: In the context of education,impact refers to the significant effect or influence that a particular intervention, tool, or strategy has on the educational process and outcomes. Specifically, it denotes how the use of certain methods or resources—such as audio-visual materials—can affect students’ understanding, engagement, retention, and application of knowledge in a given subject area, like Christian Religious Studies (CRS). The impact can be both positive (e.g., enhanced learning) or negative (e.g., lack of engagement or misinterpretation of concepts).
- Audio-Visual Materials: Audio-visual materialsare educational resources that combine both visual and auditory elements to aid in teaching and learning. These materials can include videos, films, audio recordings, animations, slideshows, digital presentations, and interactive software. The purpose of these materials is to create a multi-sensory learning environment that supports different learning styles and enhances the comprehension of complex topics. In the case of Christian Religious Studies (CRS), such materials might include Bible story videos, religious documentaries, or images of biblical events, which help students connect with religious teachings more effectively.
- Teaching: Teachingrefers to the process by which educators impart knowledge, skills, values, and attitudes to students. It involves the planning, delivery, and assessment of educational content and aims to facilitate students’ understanding and mastery of a particular subject. In CRS, teaching involves guiding students through religious texts, teachings, and practices of Christianity, using various instructional strategies, such as lectures, discussions, demonstrations, and the use of teaching aids like audio-visual materials. Effective teaching adapts to the needs of the students, aiming to engage them actively in the learning process.
- Learning: Learningis the process by which individuals acquire knowledge, skills, behaviors, and values through study, experience, or instruction. In an educational context, learning refers to the cognitive, emotional, and social growth that occurs as a result of educational activities. For students studying Christian Religious Studies (CRS), learning may involve gaining a deeper understanding of theological concepts, historical events related to Christianity, ethical teachings, and the application of religious principles in everyday life. Learning can be influenced by factors such as teaching methods, available resources, and the individual’s prior knowledge and experiences.
- CRS (Christian Religious Studies): Christian Religious Studies(CRS) is an academic discipline focused on the study of Christianity, its beliefs, practices, history, and ethical teachings. In educational settings, CRS typically covers topics such as the Bible, the life and teachings of Jesus Christ, Christian doctrines (e.g., salvation, sin, grace), Christian moral and ethical principles, and the role of the church in society. CRS education aims to foster religious literacy, critical thinking, and a deeper understanding of Christian faith, while promoting moral and ethical reflection among students. It may be taught as a standalone subject or as part of a broader religious education curriculum.
Project – IMPACT OF AUDIO-VISUAL MATERIALS IN TEACHING AND LEARNING CRS
