This study investigates strategies for enhancing teaching and learning of Christian Religious Studies in secondary schools. Three research questions were raised and two hypotheses were formulated to guide the study. The sample of the study consists of 30 students. It was selected using simple random sampling techniques. The major instruments used for collection of data was questionnaire. The data collected were analyzed using mean ratings, standard deviation, Pearson Product Moment correlation, were used to answer the Research question and test hypotheses. The hypotheses were tested at 0.05 level of significance. The results showed that: There is a significant relationship between the uses of students centered method and techniques and performance of students in Christian Religious Studies. (r=0.833; p<0.05), and there is a significant relationship between the uses of praise, reward and privileges and performance of students in Christian Religious Studies. (r=0.570; p<0.05).Based on the findings of the study, it was concluded that the use of praise, reward and privileges strategy and students centered method enhance performance of students in Christian Religious Studies. Hence, it is recommended that effective teaching and learning are most likely to take place when the Christian Religious Studies Department is confident about the purpose and character of Christian Religious Studies teaching in the school and when each feels committed and competent to work as a professional within a well-managed team.
Table of Contents
1. INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Definition of terms
2. REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Conceptual Framework
2.2.1 Concept Of Christian Religious Studies
2.3 Theoretical Framework
2.3.1 Theory of Constructivism
2.3.2 Theory of Multiple Intelligences
2.4 Aims/Objectives of Christian Religious Studies in Secondary Schools
2.5 Teaching of Christian Religious Studies at Junior Secondary Schools Level
2.6 Teaching of Christian Religious Studies at Senior Secondary School Level
2.7 Significance of Media Resources in Teaching and Learning
2.7.1 Media Resources Applicable in Christian Religious Studies
2.7.2 The Place of Audio-visual Materials in Teaching-Learning Transaction
2.8 Importance of praise and reward in enhance the teaching and learning process
2.9 The problems faced by teachers in effective teaching and learning of Christian Religious Studies in Secondary Schools
2.10 Review of Empirical Studies
3. METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population of the Study
3.4 Sample and Sampling Technique
3.5 Research Instrument
3.6 Procedure for Data Collection
3.8 Validity of the Instrument
3.9 Method for Data Analysis
4. PRESENTATION AND ANALYSIS OF DATA
4.0 Results and Discussion
4.1 Results
4.1.1 Descriptive Analysis
4.2 Research Hypotheses
4.3 Discussion
5. SUMMARY, CONCLUSION, AND RECOMMENDATIONS
5.0 Introduction
5.1 Summary
5.2 Conclusion
5.3 Recommendations
5.4 Suggestions for Further Studies
5.5 Limitations of the Study
Research Objectives and Key Topics
This study investigates pedagogical strategies to enhance the teaching and learning of Christian Religious Studies (CRS) in secondary schools within the Olamaboro Local Government Area of Kogi State, focusing on the impact of instructional methodologies and motivational techniques on student performance.
- Analysis of student performance in Christian Religious Studies.
- Evaluation of the effectiveness of praise, rewards, and privileges as motivational tools.
- Assessment of students-centered teaching methods and their impact on academic outcomes.
- Identification of challenges faced by CRS teachers in secondary education settings.
- Formulation of strategies to improve teacher competence and curriculum implementation.
Excerpt From the Book
2.8 Importance of praise and reward in enhance the teaching and learning process
The aim of praise and reward is to enhance performance, promote appropriate behavior or positive values, and help the individual feel good about themselves (Kohn 1993, p. 97). Praise and reward enhances performance in learning and achievement by giving positive comments on a student’s work. Praise and reward can promote appropriate behavior or positive values by offering a reward when the desired behavior or value is demonstrated. Praise and reward make the student feel good about themselves because the goal which was aimed for was reached. The result of satisfaction is an additional reward to the marketable one (Kohn, 1999, pp. 121-122). In addition to reinforcement, students need recognition. Praise from significant adults will boost self-esteem and motivation (Lavoie p. 118). One kind of recognition is concrete rewards. Concrete rewards are rewards “by which we share our sense of caring for students”, it can be a “spontaneous treat”. It is not buying affection but a way of showing affection (Wlodkowski p. 40). Praise and rewards can reap many benefits if used in the proper way, but when it is not used well it can produce many negative repercussions.
Summary of Chapters
CHAPTER ONE: Provides the research background, statement of the problem, identifies the primary objectives, research questions, and defines key terms relevant to the study.
CHAPTER TWO: Reviews literature on the conceptual and theoretical frameworks of Christian Religious Studies, including the role of media, motivational strategies, and challenges faced by educators.
CHAPTER THREE: Explains the research design, population, sampling techniques, and the instruments used for data collection and analysis.
CHAPTER FOUR: Presents the empirical findings, including descriptive analysis of student performance and the statistical testing of research hypotheses.
CHAPTER FIVE: Delivers a final summary of research findings, provides conclusions, and offers evidence-based recommendations for stakeholders in Christian Religious Studies education.
Keywords
Christian Religious Studies, Secondary Education, Teaching Strategies, Student-centered Learning, Praise and Reward, Academic Performance, Curriculum Implementation, Moral Education, Instructional Methodology, Motivation, Educational Psychology, Nigeria, Olamaboro, Teacher Competence, Constructivism.
Frequently Asked Questions
What is the core focus of this research?
The research is primarily focused on identifying and evaluating effective teaching strategies to enhance the instruction and learning of Christian Religious Studies in secondary schools located in the Olamaboro area of Kogi State.
What central themes are explored in the literature review?
The review covers the concept of Christian Religious Studies, constructivist learning theories, the significance of media and audio-visual resources, and the psychological impact of praise and rewards on student motivation.
What is the primary objective of this study?
The goal is to determine how specific teaching methods—namely students-centered approaches and the application of reinforcement like praise and rewards—influence the academic performance of students in the subject.
What methodology was adopted?
A descriptive survey design was used, involving 30 students selected through simple random sampling. Data were collected via questionnaires and analyzed using mean ratings, standard deviation, and Pearson Product Moment Correlation.
What content is covered in the main body of the work?
The main body establishes the theoretical framework, discusses the obstacles teachers face, analyzes existing empirical studies, and presents the direct findings from the localized survey in Olamaboro.
Which keywords characterize this study?
Key terms include Christian Religious Studies, student-centered learning, praise and reward systems, academic performance, and teaching methodology in the Nigerian secondary school context.
How does the concept of "constructivism" apply to this research?
The study uses constructivism to explain that students learn effectively when they are active participants in the classroom, specifically through "learning by doing" techniques such as role-playing.
Why are "praise and reward" sometimes viewed as potentially problematic?
The research notes that while these tools motivate, if used poorly, they can become manipulative and create a transactional relationship that replaces genuine internal desire with a dependency on external evaluation.
- Quote paper
- Christian Arome Audu (Author), 2021, Strategies for Enhancing Teaching and Learning of Christian Religious Studies in Secondary Schools. Olamaboro Local Government Area of Kogi State, Munich, GRIN Verlag, https://www.grin.com/document/1389031
