Availability of Qualified Teachers in Effective Teaching and Learning of Christian Religion Studies: A Study of Senior Secondary Schools in Dekina Local Government Area
Chapter One
Purpose of the Study
The primary objective of this study is to examine the availability of qualified CRS teachers in senior secondary schools in Dekina LGA and assess their impact on the effectiveness of teaching and learning in the subject. Specifically, the study aims to:
- Investigate the extent of the shortage of qualified CRS teachers in Dekina LGA.
- Assess the impact of qualified CRS teachers on the academic performance of students in the subject.
- Examine the influence of teacher qualification on students’ moral and spiritual development as taught through CRS.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Conceptual Framework
Concept of Christian Religious Studies (CRS)
Christian Religious Studies (CRS) is a subject in secondary education that focuses on teaching the principles, practices, and beliefs of Christianity. In ordinary terms, CRS is the study of Christian religious teachings, encompassing the Bible, Christian history, ethics, and the application of faith in daily life. It aims to help students understand Christian values and worldview, preparing them to be morally upright and spiritually aware individuals in society.
Scholars have defined CRS in various ways, emphasising its role in both academic and moral development. According to Ayodeji and Morenikeji (2020), CRS is not just an academic discipline but a vital component in shaping the character of students by promoting ethical behaviour, tolerance, and respect. It is often seen as a means to integrate moral instruction with academic learning. In the same vein, Ebenezer et al. (2023) describe CRS as a tool for instilling Christian virtues in young minds, ensuring that students grow with a sense of responsibility towards their community and God. The purpose of CRS in education extends beyond religious instruction, aiming to provide students with a foundation for good citizenship and personal integrity.
The purpose of CRS in education is multifaceted. It seeks to promote both the spiritual and intellectual growth of students. By engaging students with biblical principles and ethical teachings, CRS nurtures critical thinking, moral reasoning, and a sense of empathy and compassion (Babayemi & Raimi, 2024). Additionally, CRS serves to deepen students’ understanding of Christian doctrines, preparing them for roles in society where they can influence others positively. In essence, it acts as a guide to develop well-rounded individuals who can contribute to societal growth through Christian values.
However, CRS faces some criticisms, especially in its relevance to 21st-century learners. One of the critiques is its limited approach to addressing contemporary moral dilemmas that students face, such as issues of technology and globalisation. Bassey (2022) argues that the curriculum often remains traditional, focusing primarily on religious content without fully integrating discussions on modern social challenges. This limitation means that CRS might not resonate as strongly with students who are grappling with complex, contemporary issues.
Furthermore, the CRS curriculum has been critiqued for its rigidity and lack of adaptability to diverse learning styles and contexts. While the subject aims to teach moral principles, it sometimes fails to engage students with varying interest levels in religious studies. This can lead to a disconnect between the curriculum and the students’ real-life experiences (Suleiman & Hammed, 2019). Thus, the CRS curriculum needs to evolve in response to the changing educational landscape, ensuring it remains relevant and impactful for the next generation.
CHAPTER THREE
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METHODOLOGY
Design of the Study
The research design chosen for this study is a cross-sectional and quantitative survey research design. A quantitative research design is appropriate for studies aiming to quantify the problem by way of generating numerical data that can be transformed into usable statistics. This design allows for the investigation of the relationships between the availability of qualified teachers and the effectiveness of teaching and learning in Christian Religious Studies (CRS) in senior secondary schools.
The rationale for using a quantitative approach is rooted in the need to measure, quantify, and analyze the extent to which the presence of qualified teachers impacts the teaching and learning process in CRS. According to Saunders, Lewis, and Thornhill (2019), quantitative designs are ideal when the researcher seeks to determine patterns, test hypotheses, or assess the relationships between variables. In this case, the study investigates how teacher qualifications influence student performance and overall educational outcomes in CRS.
Moreover, a survey research design allows for the collection of data from a large sample, making it possible to generalize the findings to the entire population of senior secondary schools in Dekina Local Government Area (LGA). The data collection method is structured, reliable, and can be analyzed using statistical tools like SPSS (Bell, 2022), making it suitable for this study’s objectives.
Area of the Study
The study is conducted in Dekina Local Government Area, located in Kogi State, Nigeria. This area was selected because of its diverse educational landscape and the presence of several senior secondary schools where CRS is taught. Dekina LGA encompasses both urban and rural schools, providing a representative sample of different educational environments.
Dekina is characterized by both rural and urban communities, and its senior secondary schools vary in terms of infrastructure, resources, and the qualifications of their teaching staff. The inclusion of both types of schools provides an opportunity to explore how these factors might influence the availability of qualified teachers and the effectiveness of teaching CRS. Furthermore, the results of this study will provide useful insights into the challenges faced by both urban and rural schools in meeting educational standards, particularly in CRS instruction.
Population of the Study
The target population for this study is all senior secondary school students and CRS teachers in Dekina Local Government Area. According to the educational records of the area, there are approximately 20,000Â students and teachers involved in CRS teaching and learning across the various senior secondary schools within the local government area.
The justification for choosing this population lies in its relevance to the research question. CRS is a core subject in Nigerian secondary schools, and understanding the availability of qualified teachers in this subject is crucial for assessing the quality of education in the area. The selection of a large and diverse population ensures that the findings of the study can be generalized to the broader population of senior secondary school students and CRS teachers in the region.
The population size of 20,000 allows for a statistically significant sample, ensuring that the results are both accurate and representative of the wider community. As suggested by Creswell and Creswell (2018), a well-defined target population ensures that the research findings will be robust and applicable to real-world situations.
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
Data Presentation
Demographic Distribution of Respondents
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
The study aimed to explore the impact of Christian Religious Studies (CRS) teachers’ qualifications and teaching methods on students’ academic performance in senior secondary schools within Dekina Local Government Area. This section presents a summary of the findings, describing the procedure used for the study and the principal outcomes that emerged from the research.
The study employed a cross-sectional and quantitative research design, with a focus on gathering data from CRS teachers and students across various senior secondary schools in Dekina LGA. A sample of 392 participants was selected . The research utilized a structured questionnaire as the primary data collection instrument, which was designed to assess teacher qualifications, teaching methods, and students’ perceptions of their academic performance in CRS. The questionnaire consisted of closed -ended questions, which allowed for a comprehensive understanding of the issues at hand.
The participants were selected using a simple random random sampling technique, ensuring that a representative sample of both experienced and less experienced teachers was included, as well as students from different academic backgrounds. The data collection process was conducted over a period of three weeks, during which the researchers ensured that the respondents understood the purpose of the study and were comfortable with the process.
The data collected through the questionnaire were analyzed using descriptive statistics, including mean scores, frequency distribution, and standard deviation, to summarize the key characteristics of the participants and their responses. Additionally, inferential statistical techniques such as t-tests were used to determine the relationship between teachers’ qualifications and students’ academic performance in CRS. The analysis aimed to identify any significant differences between the perceptions of students and teachers regarding the impact of qualifications and teaching methods on student performance.
The findings of the study revealed several key insights into the relationship between teacher qualifications and student performance in CRS. One of the principal findings was that the qualifications of CRS teachers played a significant role in determining students’ academic performance. Teachers with higher levels of qualifications, such as university degrees in theology or religious education, were perceived by students to be more effective in delivering lessons and helping them achieve better academic results in CRS. In contrast, teachers with lower qualifications or those without specialized training in religious education were less effective in influencing students’ academic outcomes.
Furthermore, the study found that teacher qualifications had a positive impact on the students’ moral and spiritual development. Teachers with advanced training in CRS were more capable of integrating moral teachings and religious values into their lessons, which students found beneficial not only for their academic growth but also for their personal development. This highlights the dual role of CRS teachers in both imparting academic knowledge and guiding students in their moral and ethical development.
Another important finding from the study was that students who were taught by qualified CRS teachers reported higher levels of interest and engagement in their lessons. These students felt more motivated to participate in class discussions and were more likely to retain the religious concepts taught during the lessons. This contrasts with students taught by less qualified teachers, who often reported feeling disengaged and less interested in CRS classes. This finding suggests that the quality of instruction, which is influenced by the teacher’s qualifications, has a significant effect on students’ attitudes toward learning and their overall academic performance.
The study also found a significant correlation between the teaching methods employed by CRS teachers and students’ academic performance. Teachers who utilized a variety of teaching strategies, such as interactive lessons, group discussions, and multimedia resources, were more successful in engaging students and improving their understanding of religious concepts. On the other hand, teachers who relied solely on traditional lecture-based methods were less effective in promoting active student participation and engagement. This finding emphasizes the importance of using diverse and student-centred teaching approaches to enhance student learning outcomes.
In terms of the teaching environment, the study revealed that the availability of instructional resources and the overall classroom environment also influenced student performance in CRS. Schools with better facilities, such as well-equipped classrooms and access to relevant teaching materials, were found to have higher student performance in CRS. Conversely, schools with limited resources and inadequate facilities were associated with lower student performance. This finding underscores the importance of resource availability in creating a conducive learning environment that supports both teachers and students in achieving academic success.
Additionally, the study highlighted that teacher experience, beyond formal qualifications, played a significant role in influencing student performance. Experienced CRS teachers, even those with fewer academic qualifications, were found to be more effective in managing classrooms and delivering content in a way that resonated with students. This suggests that while qualifications are important, practical teaching experience is also a key factor in determining teaching effectiveness and, by extension, student performance.
The study also explored the perceptions of students regarding the role of CRS in their academic and moral development. Many students expressed a strong belief that CRS not only contributed to their understanding of religious principles but also positively influenced their behaviour and decision-making. This highlights the broader impact of CRS education, which goes beyond academic knowledge to shape students’ values and character. The findings suggest that CRS education plays a critical role in nurturing well-rounded individuals who are academically proficient as well as morally grounded.
Conclusion
Based on the results of the hypotheses tested, the study concludes that teacher qualifications, teaching methods, and the learning environment significantly influence students’ academic performance in Christian Religious Studies (CRS) within senior secondary schools in Dekina Local Government Area. The findings confirm that teachers with higher qualifications, particularly those with specialised training in religious education, are more effective in improving students’ academic outcomes. Furthermore, teaching methods that incorporate interactive and student-centred approaches were found to significantly enhance student engagement and performance. In contrast, traditional lecture-based methods were less effective in promoting active learning.
The study also highlighted the critical role of the learning environment, including the availability of instructional resources and conducive classroom settings, in shaping students’ performance in CRS. Schools with better resources and facilities were associated with higher student achievement. Moreover, teacher experience, beyond formal qualifications, also played an essential role in enhancing teaching effectiveness and student outcomes.
Overall, the results suggest that to improve CRS performance, attention should be given to teacher training, the adoption of diverse teaching methods, and the provision of adequate resources. These factors collectively contribute to both academic success and the moral development of students in CRS.
Implications of the Study
The findings of this study have several important implications for educational practice, policy formulation, and further research. Understanding the impact of teacher qualifications, teaching methods, and the learning environment on student performance in Christian Religious Studies (CRS) provides valuable insights that can guide improvements in the educational system, particularly in the Dekina Local Government Area and similar educational contexts.
One significant implication of the study is the importance of investing in teacher qualifications and continuous professional development. The findings show that teachers with specialised qualifications in CRS, such as those who have received specific training in religious education, tend to produce better academic outcomes in their students. This suggests that teacher training programs, particularly those focused on religious studies, should be prioritized by educational authorities. Professional development opportunities should be made more accessible, ensuring that teachers remain updated with new teaching strategies, content, and technologies relevant to CRS education. By improving teacher qualifications, not only will student academic performance improve, but the overall quality of education in religious studies will be enhanced, leading to better moral and spiritual development of students.
Additionally, the study underscores the critical role of teaching methods in influencing student performance. The adoption of student-centered teaching approaches, such as interactive learning, cooperative learning, and the use of real-life examples, was shown to positively affect students’ understanding and retention of CRS content. This finding has significant implications for the pedagogical practices of CRS teachers. Educators should be encouraged to move away from the traditional lecture-based, teacher-centered approaches and instead embrace methods that foster active participation, critical thinking, and student engagement. Teacher training programs should focus on equipping teachers with skills and techniques to implement these progressive teaching methods effectively in the classroom.
Moreover, the findings highlight the importance of a conducive learning environment. Schools with well-equipped classrooms, sufficient instructional resources, and supportive learning environments tend to see better performance from their students. This insight emphasises the need for schools, especially those in rural or under-resourced areas, to invest in the physical infrastructure and learning materials required to facilitate effective teaching and learning. Educational administrators and policymakers should prioritise the allocation of resources toward creating an optimal learning environment. This could involve the provision of adequate teaching materials, such as textbooks, audiovisual aids, and religious study resources, as well as improvements to the physical infrastructure, such as classrooms, seating arrangements, and lighting. A well-maintained and resourced environment can enhance student focus, participation, and motivation, contributing to better academic outcomes.
The study also has implications for the recruitment and deployment of teachers in the education sector. The finding that teacher qualification and experience significantly impact student performance suggests that teacher recruitment policies should prioritize hiring qualified teachers, particularly those with specialized training in CRS. It also implies that schools should provide ongoing support to teachers to help them enhance their teaching methods, thereby improving their professional competence. This could be achieved through mentorship programs, peer evaluations, and regular professional development sessions focused on best practices in CRS education.
Additionally, the study suggests the need for further research in the area of CRS education. Future studies could explore the specific teaching techniques and resources that are most effective in improving CRS learning outcomes, as well as the role of technology in enhancing religious education. Research could also investigate how other factors, such as school leadership, parental involvement, and community support, influence student performance in CRS. This would allow for a more holistic understanding of the factors contributing to students’ success in religious studies.
Furthermore, policymakers should consider integrating these findings into national and regional educational policies. The importance of specialized teacher training, improved pedagogical approaches, and enhanced learning environments should be acknowledged in national educational reforms. This could involve the inclusion of CRS-specific teaching strategies and resource allocation within broader educational improvement frameworks, particularly in areas where CRS education plays a vital role in shaping students’ ethical and moral development.
Recommendations
Based on the findings of this study, the following recommendations are proposed to improve the teaching and learning of Christian Religious Studies (CRS) in secondary schools within the Dekina Local Government Area and similar educational contexts:
- Enhance Teacher Qualifications through Specialised Training: The study found that teachers with specialised qualifications in Christian Religious Studies significantly improve students’ academic performance. Therefore, it is recommended that educational authorities prioritise the recruitment of qualified CRS teachers and provide them with continuous professional development opportunities. Institutions offering teacher training programs should include specialized courses focused on religious education to ensure that teachers are well-equipped with the necessary knowledge and pedagogical skills to teach CRS effectively.
- Adopt Student-Centered Teaching Methods: The findings indicate that interactive and student-centered teaching methods positively impact student performance in CRS. Teachers should be encouraged to shift from traditional lecture-based teaching to more engaging, participatory methods such as cooperative learning, discussions, and problem-solving activities. Training programs should also focus on equipping teachers with strategies for creating an interactive classroom environment that fosters critical thinking, collaboration, and active student engagement.
- Improve Learning Environments through Resource Allocation: The study revealed a significant relationship between the quality of the learning environment and student performance. Schools should invest in improving their physical infrastructure, such as classrooms, seating arrangements, lighting, and ventilation. Additionally, schools should ensure the availability of adequate instructional resources, including textbooks, audiovisual aids, and religious study materials. A well-equipped and conducive learning environment can enhance students’ focus, motivation, and overall academic success.
- Implement Mentorship Programs for Teachers: Given the importance of teacher experience and qualification in enhancing student performance, it is recommended that mentorship programs be established in schools. These programs can pair less experienced teachers with more seasoned educators to provide guidance, share best practices, and offer support in refining teaching methods. Such mentorship programs will help enhance the professional competence of CRS teachers and ensure the continuous improvement of teaching quality.
- Encourage Parental and Community Involvement in CRS Education: The study highlighted that the broader school community plays a role in the success of students in CRS. Therefore, it is recommended that schools foster stronger relationships between teachers, parents, and the local community. Schools should encourage parents to actively participate in their children’s education by attending parent-teacher meetings, supporting religious events, and reinforcing the values learned in school at home. Additionally, religious organizations and community leaders can collaborate with schools to provide extracurricular activities that complement the CRS curriculum and enhance students’ moral and spiritual development.
Suggestions for Further Research
For further research, it is suggested that future studies explore the impact of digital tools and online learning platforms on the teaching and learning of Christian Religious Studies (CRS) in secondary schools, particularly in rural areas. Given the increasing integration of technology in education, investigating how digital resources can enhance the effectiveness of CRS instruction and improve student engagement could provide valuable insights. Additionally, it would be beneficial to conduct comparative studies across different regions or states to determine if the findings of this study hold true in other educational contexts. Future research could also examine the role of students’ socio-economic backgrounds and parental involvement in shaping their performance in CRS, as these factors may influence educational outcomes. Finally, longitudinal studies that track the long-term effects of teaching methods and teacher qualifications on students’ moral and spiritual development would add depth to the understanding of CRS education and its broader impact on students’ lives.
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