Storytelling Method of Instruction and Students’ Gender in Christian Religious Studies in Ekiti State Public Secondary Schools

Abstract

It is observed that gender issues have become a major focus and concern in the academic achievement of students over the years. The main focus of the study is to examine the difference in the performance of male and female students in Christian Religious Studies. The research adopted a quasi-experimental research design. The sample of the study was 159 senior secondary school students of Christian Religious Studies in Ekiti State. The descriptive statistics of mean and standard deviation was used for research question while inferential statistical test of t-test was used for hypotheses testing. The findings of the study revealed that there was no significant difference in the performance mean scores of male and female students in Christian Religious Studies taught using storytelling method and those taught with lecture method. Based on the findings, it was recommended that there should be equal treatment for both gender; preferential treatment or differentiation should not be allowed in the way female and male students are taught.