An appraisal of the methods used in teaching religious education in secondary schools in Kaduna South LGA, Kaduna State
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- NGN 5000
Background of the Study
Teaching methods in religious education are pivotal in shaping the attitudes, beliefs, and values of secondary school students. In Kaduna South LGA, Kaduna State, educators employ a variety of pedagogical strategies to convey religious content, ranging from traditional lecture-based approaches to more interactive, discussion-driven methods (Adewale, 2023). The dynamic nature of religious education requires methods that are both engaging and adaptable to the diverse learning needs of students. Recent studies suggest that innovative teaching methods can enhance students’ understanding of complex religious concepts, encourage critical thinking, and foster moral development (Chukwu, 2024). In this context, secondary schools in Kaduna South LGA are exploring methods such as group discussions, role plays, and multimedia presentations to make religious education more accessible and relevant to the lives of young learners (Ibrahim, 2025). Despite these efforts, challenges remain. Traditional methods that emphasize rote memorization and doctrinal recitation continue to dominate in many schools, often limiting opportunities for interactive learning and personal reflection (Umar, 2023). Moreover, the rapid evolution of digital technologies has created a gap between conventional teaching practices and the expectations of digital-native students. Educators are thus compelled to adapt their methodologies to incorporate modern tools that can facilitate a more engaging learning experience while retaining the core values of religious education (Bello, 2024). The background of this study situates the inquiry within the broader discourse on educational innovation, examining how the methods used in teaching religious education influence student engagement and learning outcomes. By critically evaluating existing practices and identifying areas for improvement, this research seeks to contribute to a more effective pedagogical framework that aligns with contemporary educational needs while preserving the integrity of religious teachings (Ogunleye, 2025).
Statement of the Problem
The methods used in teaching religious education in secondary schools in Kaduna South LGA face significant challenges that impact the effectiveness of the learning process. A predominant reliance on conventional, lecture-based instruction has resulted in a learning environment where students are often passive recipients of information rather than active participants (Amin, 2023). This traditional approach limits opportunities for critical engagement and does not adequately address the diverse learning styles present in modern classrooms. Additionally, there is a notable gap between the evolving digital literacy of students and the outdated teaching methods still prevalent in many schools (Obi, 2024). Teachers frequently struggle to integrate interactive and technology-based methods into their lesson plans, leading to a disconnect between the educational content and the students’ everyday experiences. Furthermore, inadequate professional development and training in innovative pedagogical techniques compound the problem, leaving educators ill-equipped to adapt to modern teaching demands (Yakubu, 2025). As a result, the potential of religious education to foster critical thinking, moral development, and cultural understanding is not fully realized. This study seeks to identify the key challenges associated with current teaching methods in religious education and to propose actionable recommendations for integrating more interactive and student-centered approaches. By addressing these challenges, the research aims to enhance the quality of religious education, ensuring that it not only transmits doctrinal knowledge but also nurtures ethical reasoning and social responsibility among students (Chinwe, 2023).
Objectives of the Study
1. To assess the current teaching methods employed in religious education.
2. To identify the challenges and limitations of these methods.
3. To propose innovative strategies to enhance the effectiveness of religious education teaching.
Research Questions
1. What are the prevalent methods used in teaching religious education in Kaduna South LGA?
2. What challenges do educators face when using these methods?
3. How can teaching strategies be improved to better engage students in religious education?
Research Hypotheses
1. Traditional lecture-based methods are less effective than interactive approaches in teaching religious education.
2. Inadequate teacher training negatively affects the implementation of innovative teaching methods.
3. Integrating digital tools into religious education will enhance student engagement and learning outcomes.
Significance of the Study
This study is significant as it provides a critical evaluation of teaching methods in religious education, offering insights into the challenges and potential solutions for enhancing educational practices in Kaduna South LGA. Its findings will inform curriculum reform and teacher training initiatives, ultimately contributing to improved student engagement and academic performance in religious studies. The research is expected to benefit educators, administrators, and policymakers by promoting more effective and innovative teaching practices (Olabisi, 2024).
Scope and Limitations of the Study
This study is limited to examining the teaching methods used in religious education in secondary schools in Kaduna South LGA, Kaduna State. It focuses on classroom practices, teacher training, and the integration of digital tools within this specific context.
Definitions of Terms
• Teaching Methods: The strategies and techniques employed by educators to facilitate learning.
• Interactive Learning: An educational approach that actively involves students in the learning process through discussions and activities.
• Digital Tools: Technological resources used to support and enhance the teaching and learning process.
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