Christian Religious Studies Research Articles

Storytelling Method of Instruction, School Location and Students’ Academic Achievement: Any Synergy?

Stakeholders in the education industry in Ekiti State have criticized the unsatisfactory performance of CRS students’ results in external examinations in rural schools. This study examined storytelling methods of teaching, school locations, and students’ academic achievement in Christian Religious Studies (CRS) in Senior Secondary Schools, Ekiti State, South West Nigeria. Research questions and hypotheses were developed for the study. The design adopted for the study was a quasi-experimental research of two groups, that is, one experimental group and one control group. The Senior Secondary School Two (SSS2) students of the Ekiti State public secondary schools formed the population. The schools (rural and urban) for the study were purposively selected from Ekiti South-West Local Government Area of Ekiti State. A total of 159 students participated as the sample for the study. One instrument, ‘Achievement in CRS’ (ATCRS) instrument was used for data collection. The research hypothesis was analyzed using analysis of Variance (ANOVA). Findings from the study revealed no significant difference in the academic achievement of urban and rural students with CRS utilizing storytelling and conventional lecture methods. The study concludes that storytelling is a location friendly teaching method. The recommendations are based on the finding that teachers of CRS in Ekiti State public secondary schools should adopt the storytelling method during the instructional process to enhance students’ academic achievement in both rural and urban schools.

An Assessment of the Implementation of Christian Religious Knowledge Curriculum in Nigerian Schools

This paper examines the assessment of the implementation of Christian Religious Knowledge curriculum in Nigerian schools. The aim of the Christian Religious Knowledge curriculum is to encourage students to participate in those activities which foster personal discipline, character training, tolerance, reconciliation & peaceful co-existence. Despite these rich objectives of the Christian Religious Knowledge curriculum, however, there is a growing perception that Christian Religious Knowledge curriculum is not effectively implemented in the Nigerian primary and secondary schools as no much impact on the lives and the receiving students seem to have been observed over the time. It is in the light of this that this paper attempts to examine critically the reasons for not implementing the curriculum as expected and proffer solutions to it. Library sources and internet sources were used to gather relevant data / information for the study. From the study, it was discovered that there are challenges confronting the implementation of the Christian Religious Knowledge curriculum in Nigerian schools such as inadequate funding, use of auxiliary teachers, student attitude to this subject among others. The authors therefore recommend that the government should provide adequate and relevant instructional material for school while only qualified teachers in the field of Christian Religious Studies should be employed to teach in our schools.

Psychological Entitlement and Spiritual Entitlement as Correlates of Covid-19 Vaccine Hesitancy Among Students Christian Religious Studies

This research explored the correlates of psychological entitlement and spiritual entitlement on COVID-19 vaccine hesitancy among students. A cross-sectional research design was adopted to purposely recruit a total population of 97 students studying Christian religious studies from Nasarawa State University The students were administered the Psychological Entitlement Scale, the Spiritual Entitlement Scale, and the Oxford COVID-19 Vaccine Hesitancy Scale. The result showed no significant relationship between psychological entitlement and COVID-19 vaccination hesitancy (r = -.154, p >0.05) and spiritual entitlement and COVID-19 vaccine hesitancy’ (r=.117 at p>0.05) However,the maladaptive subscale showed a significant negative relationship with COVID-19 vaccination hesitancy. The Psychological Entitlement and Spiritual Entitlement Scale jointly predicted COVID-19 vaccine hesitancy (R= .393; F= 8.564, P < .01) It is recommended that future vaccine campaigns engage with religious leaders to appeal to their beliefs and values and encourage them to accept the vaccine. This is the first study to link entitlement mentality with vaccination uptake in Nigeria.

Effect of Analogy Model of Instruction on Students’ Achievement in Christian Religious Studies in Udi Education Zone of Enugu State, Nigeria

This study examined the effect of analogy model of instruction on students’ achievement in Christian Religious Studies in Udi Education Zone, Enugu State, Nigeria. The design of the study was quasi-experimental, pre-test, post-test, 2 x 1factorial design. Three research questions and three null hypotheses guided the study. Four co-educational secondary schools were selected for the study using stratified random sampling technique. A sample of 160 SS 1 students from four intact classes was selected from the four co-educational secondary schools in Udi Education Zone of Enugu State, and were assigned to experimental group and control group, respectively. Christian Religious Studies Achievement Test (CRSAT) was used for data collection. A reliability co-efficient of 0.91 was obtained for the CRSAT using Kuder-Richardson’s formula 20 (K-R 20). Mean and Standard Deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings of the study indicated that: students taught CRS using analogy model of instruction performed better than their counterparts taught using lecture method; there is significant difference in the mean achievement scores of male and female students taught CRS using analogy model of Instruction in favour of the male students; and the interaction effect of model and gender on students’ achievement in CRS is not statistically significant. It was recommended that CRS teachers should employ analogy model of instruction for instructional delivery.

Effect of Christian Religious Studies Teachers’ Knowledge of Human Development on their Teaching Practices. Influence of Demographic Characteristics.

The study sought to find out the effect of CRS teachers’ knowledge of human development on their knowledge of teaching practices. The influence of their academic qualifications, professional qualifications and teaching experiences on their knowledge of human development and teaching practices were sought. Through the cross-sectional survey design, quantitative data was collected from 23 CRS teachers and 400 students through a questionnaire. Census method was used to involve all teachers whiles the proportionate random sampling was used to select the students. Results from the study showed that CRS teachers have high knowledge of human development and teaching practices. Results of the factorial ANOVA portrayed that CRS teachers’ academic qualifications, professional qualifications and teaching experiences do not simultaneously and individually significantly influence their knowledge of human development (F (16,3,) = 1.412, p = .352, partial ƞ2 = .790) and teaching practices (F (16,3,) = 3.555, p = .063, partial ƞ2 = .905). Simple linear regression results portrayed that teachers’ knowledge of human development lowly explains 6% of the variance in knowledge of teaching practices (F (1, 21) =.109, p= .744, R =.297a, R2= .055, R2 Adjusted = .042) although the effect is not significant. It was recommended that GES should assign only qualified and professional teachers to teach CRS. The assignment of unqualified and non-professional teachers to teach the subject has been a major issue. Again, GES should collaborate with the NaCCA to organise periodic workshops for CRS teachers in the country irrespective of their qualifications and teaching experiences.

Fit and Viable Determinants of Gamification in Christian Religious Studies in Developing Economy Context

Abstract Gamification has been utilized in bible applications for religious learning activities to create excitement and encourage positive behavioral outcomes. However, there is a noticeable gap in the effectiveness and viability of gamified bible applications, particularly among Ghanaian Christian faiths. In this study, we explored the fit and viability of gamification in Christian religious studies. Based on the Fit-Viability Theory, we analyzed data from 432 respondents from various Christian denominations in Ghana using structural equation modelling. Our findings revealed that Task and Technology Characteristics, Economic, Organizational, and individual Christian Doctrines significantly influence the adoption and use of gamified Bible applications in a developing country context.

Christian Religious Studies Teachers’ Content Knowledge: Do Areas of Specialisation, Teaching Experience, Professional Qualification and Academic Qualification Matter?

This paper ascertained the influence of the area of specialisation, teaching experience, professional qualification, and academic qualification on CRS teachers’ content knowledge. Cross-sectional survey was the design employed to conduct the study. The population comprised 3,523 individuals including both CRS teachers and students from form 1 and 2. The study utilised a sample size 423 made up of 23 teachers and 400 students. The students were sampled using the proportionate random sampling procedure from a population of 3,500 whereas all the teachers were selected with the census method from eight senior high schools. Data from CRS teachers and students were collected using questionnaires. The results showed that teachers of CRS have a high level of content knowledge even though more than half of them did not specialise in religion. It was found that there was no statistically significant effect of CRS teachers’ area of specialisation, teaching experience, professional qualification, and academic qualification on their Content knowledge, F (16, 6) = 1.097, p = .489, partial ƞ2 = .245. There was a significant interaction effect of teachers’ area of specialisation and professional qualification on their content knowledge F (1, 6) = 0.00, p = .001, partial ƞ2 = .000. This indicates that the effect of area of specialisation on a teachers’ content knowledge depends on their level of professional qualification. There was also a significant interaction effect of teachers’ professional qualification and academic qualification on their content knowledge F (1, 6) = 0.00, p = .000, partial ƞ2 = .000, implying that, the effect of professional qualification on content knowledge depends on the teacher’s level of academic qualification. It is recommended that the Ghana Education Service in the Eastern region ensure regular workshops and upgrading are provided for teachers of CRS despite their high level of content knowledge. This is because more than half of the teachers did not specialise in religion and may encounter some bottlenecks in their lesson delivery.

Impact of computer literacy skills of pupils on learning outcomes in CRS using digital storytelling strategy

This study examined the impact of computer literacy skills of pupils on learning outcomes in Christian Religious Studies (CRS) using Digital Storytelling Strategy (DSS) in some selected primary schools in Lagos State. A quasi experimental pre-test, post-test control group design was adopted for the study using intact class. Two research hypotheses were generated and tested at 0.05 level of significance. The population of the study comprised of 450 pupils from nine public primary schools selected from three Local Education Areas of Lagos State. The data collected were analyzed using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The result obtained showed that the pupils with computer literacy skills were able to use the intervention and had better academic performance in CRS. Pupils exposed to DSS had the highest posttest value mean score of 52.55 above the control group with 35.86. Pupils in DSS had the highest posttest achievement mean score of 25.80. Based on this premise, digital storytelling strategies should be adopted by CRS teachers, particularly for the pupils with low computer literacy skills.

Value acquisition of school pupils’ after a Christian Religious Studies based intervention (teacher-led digital story telling strategy) in Lagos State, Nigeria

The basis for the inclusion of Christian Religious Studies (CRS) into the primary school curriculum in Nigeria was particular to the learning of morals and the development of societally acceptable values and attitudes. Presently, Nigeria is experiencing a high level of social vices, immoralities and an unprecedented amount of anti-social behaviours among youths. Of course, the considerable amount of problems generated by the increasing immoralities among primary school pupils of Lagos State was attributed to effectiveness in the teaching methodologies used for teaching and learning of CRS. Contemporarily, the use of computer-based technologies and digital tools for classroom teaching and learning proved to be effective because it engages primary school pupils. This study focused on the use of digital storytelling in the teaching and learning of CRS in Lagos State primary schools. The research was carried out to study the attitudes of primary school pupils toward CRS after the use of the “Teacher-Led Digital Storytelling Strategy” (TLDSS). Data obtained from the intervention revealed that primary school pupils exposed to TLDSS had the highest adjusted post-value acquisition mean score in CRS of 53.86. Again, there were observations from the study that primary school pupils exposed to TLDSS were significantly different from those exposed to conventional strategies (CS) in the teaching and learning of CRS in terms of value acquisition. The findings showed the effectiveness of the use of TLDSS for primary school pupils of Lagos State because TLDSS enhances primary school pupils’ acquisition of values, achievement and development of positive attitude to CRS.

Value acquisition of school pupils’ after a Christian Religious Studies based intervention (teacher-led digital story telling strategy) in Lagos State, Nigeria

The basis for the inclusion of Christian Religious Studies (CRS) into the primary school curriculum in Nigeria was particular to the learning of morals and the development of societally acceptable values and attitudes. Presently, Nigeria is experiencing a high level of social vices, immoralities and an unprecedented amount of anti-social behaviours among youths. Of course, the considerable amount of problems generated by the increasing immoralities among primary school pupils of Lagos State was attributed to effectiveness in the teaching methodologies used for teaching and learning of CRS. Contemporarily, the use of computer-based technologies and digital tools for classroom teaching and learning proved to be effective because it engages primary school pupils. This study focused on the use of digital storytelling in the teaching and learning of CRS in Lagos State primary schools. The research was carried out to study the attitudes of primary school pupils toward CRS after the use of the “Teacher-Led Digital Storytelling Strategy” (TLDSS). Data obtained from the intervention revealed that primary school pupils exposed to TLDSS had the highest adjusted post-value acquisition mean score in CRS of 53.86. Again, there were observations from the study that primary school pupils exposed to TLDSS were significantly different from those exposed to conventional strategies (CS) in the teaching and learning of CRS in terms of value acquisition. The findings showed the effectiveness of the use of TLDSS for primary school pupils of Lagos State because TLDSS enhances primary school pupils’ acquisition of values, achievement and development of positive attitude to CRS.

Attitudes of Secondary School Students towards the Study of Christian Religious Studies in Tertiary Institutions in Ibadan South-West Local Government Area of Oyo State

This research investigates the attitudes of Secondary School Students towards the studying of Christian Religious Studies in tertiary institutions in Ibadan South-West Local Government Area of Oyo State. Religion is very important and therefore, it is included in the National Policy of Education right from primary to tertiary level of education (NPE, 2014). In spite of the importance of the subject, students’ attitude towards the subject is not encouraging. This raises future concern on studying the subject. This situation necessitates the need to empirically investigate students’ attitudes towards the subject, especially studying it further in tertiary institutions. This is the gap which this research intends to fill. The research made use of descriptive and survey methods for the inquiry. The survey technique adopted includes the questionnaire which was designed by the researcher for data collection. Mean was used to analyze the data obtained. Criterion mean of 2.50 was raised by adding the assigned values of responses and dividing it with the total number of the responses options which is the summation of 4+3+2+1=10/4=2.50. Therefore, any score below 2.50 was rejected while 2.50 and above was accepted. Findings from the research revealed that students have negative attitudes towards studying Christian Religious Studies in higher institutions due to lack of interest on the part of the students, poor teaching methodology used by teachers and parental influence on the choice of their career. Therefore, the researcher recommends that Christian Religious Studies as a subject should be made compulsory in Secondary schools, the students should be motivated and encouraged by the government and teachers to develop interest in the subject at the Secondary level so that more students can study it as a discipline in higher institutions.

Teachers’ Knowledge and Practice of Indoctrination in Teaching Christian Religious Studies in Mission Schools of Central Region, Ghana

The impetus of this study was to unpack teachers’ knowledge and use of indoctrinatory practices in the teaching of Christian Religious Studies in mission schools in the Central Region of Ghana. The study used the concurrent parallel design of the mixed-methods research approach. The population for the study was all CRS teachers from mission schools in the Central Region. The census method was used to get all the 39 teachers of CRS in the schools. The instruments for data assembling were a questionnaire and an observation guide. The Statistical Package for Social Sciences (SPSS) version 25 was used to analyse the data. Mission school CRS teachers were found to have moderate knowledge of what indoctrination is. They engaged in indoctrinatory practices at a lower extent when teaching CRS. There was no significant difference (t (37) =-.017, p=.987) in CRS teachers’ participation in indoctrinatory practices based on their religious backgrounds. It was consequently recommended that the Central Regional Office of Ghana Education Service (GES) should organise in-service training workshops and seminars for teachers to deepen their understanding of the meaning and consequences of indoctrination. Furthermore, the Ghana Education Service should encourage teachers to desist from any form of indoctrination during the teaching of CRS.

Preparedness of Christian Religious Studies Teachers: Disclosures from Teachers and Students in Missions Senior High Schools in the Western Region of Ghana

The study purported to examine the preparedness of CRS teachers in teaching CRS in the Western Region of Ghana. The descriptive cross-sectional survey research design of the quantitative approach was used for the study. The population was 1,445 and made up of all 45 CRS teachers and 1,400 students from mission senior high schools in the Western Region. The sample size was 365 comprising 45 CRS teachers and 320 CRS students. Using the census method, all 45 teachers of CRS were involved in the study. The proportionate random sampling technique was used to select 320 students. Separate questionnaires were used to collect data from CRS teachers and students and the Cronbach Alpha reliability coefficient for both was determined to be .76 and .79 respectively. CRS teachers in the Western Region were found to have a high level of pedagogical practices needed for the teaching of the subject to avoid indoctrination. Likewise, they had high knowledge of the content for teaching CRS. CRS teachers were found to have high knowledge of the rationale for teaching CRS. There was a weak positive non-significant relationship (r= .151, p= .358) between CRS teachers’ pedagogical practices and their knowledge of rationale for teaching CRS. Based on the findings, the study recommended that the Regional Education Directorate in partnership with GES should design programmes for teachers to keep on upgrading to ensure that they are abreast with emerging pedagogies for teaching. Institutions (Universities, colleges, etc) mandated to train teachers should emphasis the rationale for teaching CRS in the methods of teaching CRS courses since the rationale (reasons and philosophy of education) gives direction in teaching.

Actualisation of the Aims of the Christian Religious Studies Curriculum by Senior High School Students in Cape Coast: The Affective Domain Inquiry

This study focused on the attainment of the aims of the Christian Religious Studies Curriculum from the perspectives of Senior high school students in Cape Coast. Particular attention was given to the role the aims play in shaping the affective domains of the students. The descriptive cross-sectional survey design was employed to conduct the study. Data were collected with a 42-item questionnaire (with a Cronbach Alpha reliability coefficient of 0.79) from 200 CRS students in Senior high schools in Cape Coast who were selected using the proportionate simple random sampling procedure. Descriptive statistical tools (frequency, percentages, mean and standard deviation) were used to analyse and interpret the data with the help of SPSS (version 25). Results from the study indicated that CRS students in Cape Coast have a low understanding of the biblical texts that are highlighted and read in the specified themes in the CRS curriculum. Also, CRS students in Cape Coast to a low extent adopt healthy attitudes and skills acquired from the Bible in their lives. It was therefore recommended that CRS teachers should also encourage and expose students to the need to develop and uphold good behaviours. Also, teachers of CRS should use approaches to teaching that foster understanding of passages that are read in class.

Comparative Analysis of The Performance of Students in Mock Examination to The Final Examination in Directorate of Non-Nuc Funded Programs, University of Jos, Nigeria

The study compared the performances of students in mock examination against the final examination and tried to establish if there is a relationship between student’s performances in both mock and the final IJMBE, in Directorate of Non-NUC Funded Programs, University of Jos, Nigeria. Using systematic random sampling technique and a sample size of 100, students were selected at random across four subject areas which include; Government, Chemistry, Christian Religious Studies (.C.R.S) and Economics. It was established that there was a difference in the performance of the students in the final IJMBE compared with their performance in the mock examination in terms of percentage pass. C.R.S recorded 68.00% pass in mock and 84.21% in the final exam, Government recorded 84.21% as against 82.00% in mock, Economics 61.11% as against 56.25% in mock, and Chemistry, 33.33% as against 18.52% in mock. It was also established through the Pearson Product Moment Correlation and t-test statistics that a relationship exists between student’s performance in mock examination and final IJMBE. Most of the students who passed the mock examination also passed the final IJMBE, while very few of them who failed the mock also passed the final IJMBE. Those who failed both the mock and final IJMBE were very few too. It however recommended that the practice of conducting the mock examination should be upheld and the questions for the mock examination be adequately moderated to ensure that they are up to the standard of final IJMB examination.

Teachers’ Curriculum Knowledge in Teaching Christian Religious Studies among Senior High Schools of the Greater Accra Region of Ghana

The study sought to investigate on teachers’ curriculum knowledge in teaching Christian Religious Studies among Senior High Schools of the Greater Accra Region of Ghana. The population of the study was CRS teachers in Senior high schools in the Greater Accra Region of Ghana. Through census sampling approach, all teachers of CRS were involved in filling the questionnaire. Analysis of data was done through descriptive statistics. The study established that teachers of CRS had high knowledge about the rationale of teaching CRS. It was also found that teachers of CRS had high knowledge of the aims of teaching CRS. It is therefore recommended that Universities that are mandated to train teachers of CRS in Ghana should include courses like curriculum studies in CRS emphasis, the rationale (philosophy and logic) and aims for the subject. This would ensure that teachers who teach CRS have adequate knowledge and the rationale and aims for teaching the subject. The Ghana Education Service (GES) in collaboration with the National Council for Curriculum and Assessment (NaCCA) should organise regular in-service trainings for the teachers of CRS.

Out-of- Field Teaching: The Bane of Christian Religious Education in Senior High Schools

This study assessed the problem of out-of-field teaching in the Berekum Municipality of Ghana. The convergent parallel design premised on the mixed method approach was employed to collect data from 20 teachers who hold different degrees instead of Bachelor of Education in Religious Education and are teaching Christian Religious Studies in Senior High Schools in the Berekum Municipality. Questionnaire and observation protocols were used to gather data. The teachers were observed twice in their classrooms during delivery. Data was analysed through the computation of frequencies and percentages and narrative reporting of the field notes. Three areas were assessed namely their capacity to use appropriate instructional strategies, resources, as well as classroom management capabilities. It was found that teachers used teacher-cantered methods of teaching. Their teaching was dominated by the use of the lecture method. Most of the teachers narrated bible stories whiles students listen without any interactions. Teachers failed to use appropriate instructional resources in the classroom. Most of them used textbooks and bibles. Students were made to read bible verses turn by turn whiles teachers explain the concepts to them. Their classroom management was good. Teachers attempted to motivate their students to answer the few questions that were asked during the evaluation of the lessons. It is recommended that the Ghana Education Service should organise in-service training for the teachers to sharpen their skills in teaching. Teachers are encouraged to do teacher education programmes and teacher recruitment should be based on professional qualifications.

Students’ Perception of the Importance of Christian Religious Studies in Character Development in Senior High Schools

The study investigated students’ perception of the importance of Christian Religious Studies in character development in senior high schools. It further sought to determine the role of the subject in character development from the student's perspective and how the study of the subject contributes to character development in senior high schools. The qualitative study design was to collect data from 100 students from Amaniampong Senior High School at Mampong in the Ashanti region of Ghana. It was found, among other things, that 81% of the respondents, being the majority, said that Christian Religious Studies contribute to the character development of students in senior high schools. In comparison, 19% of them, as the minority, said that they do not think Christian Religious Studies contribute to students' character development in senior high schools. Based on the study's findings, the following recommendations were made: First and foremost, the Ministry of Education (MoE) should provide schools with sufficient teaching materials to enable teachers to teach Christian Religious Studies to achieve the subject's objectives. Moreover, teachers must use different teaching methods in the classroom to make all students benefit from the subject. Besides, the government should pay teachers better salaries to motivate them to deliver.

SCHOOL CULTURE, PRACTICES AND STRUCTURE AS PREDICTORS OF PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN EDO STATE, NIGERIA

<p>Quality in education can be seen as fitness for purpose and one indicator of this is the quality of the learning environment within the school system. At play in this environment are factors of school culture, practice and structure and one measure of the quality of schools is students’ performance. The relationship between each of these factors and performance has been variously investigated but their combined predictive ability of performance does not seem to have been examined in the literature. This is the focus of the study. The survey design was utilized in the study. The population consists of all the 1700 teachers in Edo State, Nigeria who teach in the three hundred and nine public senior secondary schools. Out of the schools, 62 schools representing 20% of the schools were selected. From the schools selected, five teachers each of whom teach English Language, Mathematics, Economics, Biology and Christian Religious Studies were selected to provide the information. On the whole, 285 teachers returned usable questionnaires. The draft questionnaire adapted from those constructed earlier by Gruenert and Valentine (1998) was composed of four sections, namely personal information of the teachers, School structure, school practices and school culture. The questionnaire was given to five experts knowledgeable in assessment, educational management and experienced senior secondary school principals. These experts were expected to examine the items on the questionnaire to ensure that they were adequate in content, comprehension and readability. Based on their comments, the items were modified and the resulting instrument was administered to 30 teachers outside the sample used in the study for purposes of determining the reliability using Cronbach alpha. The reliability coefficients that emerged were .78, .83 and .75 for school culture, school structure and school practice respectively. Cooperation of Principals of the schools selected for the study was solicited for the administration of the questionnaire and making available records of WASSCE results for their schools for the year 2018. The performance of the school was calculated by finding a weighted mean for the grades obtained by the students who sat for the WASSCE in each of the subjects and cumulated across the school subjects for each school. Multiple regression was used in the analysis at 5% level of significance. School culture was related to performance while school practice and structure were not. In addition, the three factors were useful in jointly predicting performance in schools. It was therefore recommended that schools should examine these factors properly if they intend to shore up their performance.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0948/a.php" alt="Hit counter" /></p>

Effects of Christian Religious Studies Literacy on Academic Performance and Achievement of Secondary Students on their Academic Achievement: A Case Study of Secondary School 1 Students in Quaan-Pan Local Government in Plateau State of Nigeria

Purpose: This research is being carried out to critically examine the effects of Christian religious studies literacy on academic achievement with a particular reference to Quaan-pan Local Government Area of Plateau State of Nigeria. The researchers deem this research work necessary because of regular massive failure witnessed in CRS results in both WAEC and NECO. Most times, students have to depend on examination malpractices in order to pass exam in Quaan-pan LGA.
 Methodology: In order for this objective to have been assessed, three research questions were formulated. The data that was collected is being analyzed by using simple percentages and tables for the research questions to be analyzed. A structured questionnaire is being used as the major instrument of data collection from the respondents in selected secondary schools in Quaan-pan Local Government Area of Plateau State to ascertain whether there is some level of knowledge that are acquired by Christian religious studies students in Quaan-pan Local Government Area of Plateau State.
 Findings: The study found out that the effects associated with Christian religious studies prompted this study and the mass failure of students in CRS is due to lack of relevant effective teaching method for the subject. The challenges ranging from poor understanding of pedagogical and theological aims of the subject, societal moral decadence, lack of passion and love for students and the job, poor communication technique to vast and abstract nature of the subject. Solutions to these inadequacies have also been sought; hence the need to adhere strictly to the demands of stakeholders in education of children, because factors affecting teachers’ preparation and execution of their lesson plans effectively jeopardize the aim of establishing the subject.
 Unique contribution to theory, practice and policy: The study is being concluded with some recommendations that would require school managers to not only organize, but encourage CRS teachers to attend workshops, conferences and seminars, because the task of molding human behaviour is dynamic; hence regular attendance to conferences, seminars and workshops will equip them with new approaches and methods for effective implementation of CRS curriculum among students.