TEACHING METHODS, CURRICULUM RELEVANCE, AND IMPROVEMENT STRATEGIES FOR CHRISTIAN RELIGIOUS STUDIES IN NIGERIAN SECONDARY SCHOOLS: EVIDENCE FROM BENUE STATE

This study examined teaching methods, curriculum relevance, and improvement strategies for Christian Religious Studies (CRS) in Nigerian secondary schools, using evidence from Benue State. CRS is intended to promote moral values and responsible citizenship, yet concerns remain about instructional effectiveness and student performance. The study was guided by two research questions and two hypotheses. A descriptive survey design was adopted. The population comprised CRS teachers in public secondary schools, and 200 teachers were selected through stratified random sampling across the three senatorial districts. Data were collected using a validated four-point Likert questionnaire. Instrument reliability yielded a Cronbach Alpha coefficient of 0.84. Quantitative data were analyzed using mean and standard deviation, while hypotheses were tested with chi-square statistics at 0.05 level of significance; qualitative responses were thematically analyzed. Results showed that teaching methods and curriculum relevance were rated effective (cluster mean = 3.20, SD = 0.80), while proposed improvement strategies were strongly supported (cluster mean = 3.10, SD = 0.80). Chi-square tests revealed significant effects of teaching methods and curriculum relevance on students’ learning needs (χ² = 111.24, df = 3, p < .05) and of improvement strategies on students’ academic performance (χ² = 111.24, df = 3, p < .05), leading to rejection of both null hypotheses. The study concludes that learner-centered pedagogy, curriculum responsiveness, adequate instructional resources, and sustained teacher development are statistically supported levers for improving CRS outcomes in secondary schools.