Project – Availability and utilization of instructional materials and its impact on learners in the teaching of CRS among selected Secondary Schools

CHAPTER ONE

INTRODUCTION

• Background to the Study

The role of instructional materials in teaching and learning, particularly in the context of Christian Religious Studies (CRS), has received growing attention among education scholars. Instructional materials serve as essential tools that facilitate effective teaching by concretizing abstract concepts and enhancing learners’ understanding. According to Adeosun (2010), the effective use of instructional resources enriches the teaching process and provides learners with varied opportunities to engage with content in a meaningful way. In the case of CRS, which involves both cognitive and affective learning domains, materials such as Bibles, charts, audio-visuals, and moral storybooks are vital for fostering deeper understanding and spiritual development.

Research has consistently shown that the availability of instructional materials positively correlates with student academic achievement. Olayinka (2016) asserts that schools with adequate instructional resources tend to record better performance in CRS, as the materials help in making learning more relatable and less abstract. However, the availability of such materials varies widely between schools, especially in under-resourced regions. This disparity in access often reflects broader systemic inequalities in educational funding and administration (Ajayi & Ekundayo, 2009).

Utilization of instructional materials is as important as their availability. Teachers play a critical role in determining how materials are used to achieve instructional objectives. Ogunniyi (2011) emphasizes that even when materials are available, their improper or infrequent use can limit their potential benefits. This is especially true in CRS, where pedagogical methods should align with both the curriculum and the spiritual goals of the subject. Effective use of materials fosters interactive learning, encourages student participation, and aids in the retention of biblical stories and moral lessons.

Despite their significance, several challenges affect the effective utilization of instructional materials in CRS instruction. These challenges include inadequate teacher training, lack of awareness of the types of materials available, and limited time allocation for CRS on the school timetable. According to Ibe-Bassey (2012), many CRS teachers lack the requisite skills to integrate instructional materials effectively into their teaching strategies. Additionally, the marginalization of CRS compared to science and vocational subjects has led to reduced investment in relevant teaching aids.

Nevertheless, studies have highlighted that where instructional materials are adequately provided and effectively utilized, there is a marked improvement in learner engagement and moral behavior. For instance, Nwachukwu (2014) found that students exposed to visual and interactive CRS materials demonstrated better recall and more positive attitudes toward religious teachings. This suggests that instructional materials not only aid comprehension but also influence character formation, a core goal of CRS education.

In conclusion, the availability and utilization of instructional materials are critical to the effective teaching and learning of CRS in secondary schools. While availability lays the foundation for enhanced instruction, effective utilization ensures that learning outcomes are achieved. There is a need for policy interventions aimed at improving both the supply of materials and teacher capacity in instructional integration. Future research should explore innovative, low-cost instructional strategies that can be adopted even in resource-constrained settings to improve CRS teaching outcomes.

1.2. Statement of the Problem

The teaching of Christian Religious Studies (CRS) in secondary schools plays a vital role in shaping the moral, spiritual, and ethical values of students. However, the subject is often treated with less priority compared to science and vocational subjects. This neglect has led to inadequate provision and poor utilization of instructional materials that are essential for effective teaching and learning. The absence or scarcity of these resources undermines the development of learners’ critical thinking, moral reasoning, and understanding of Christian doctrines.

Despite the emphasis on learner-centered pedagogy in the 21st-century educational framework, many CRS classrooms in Nigerian secondary schools still rely on traditional lecture methods due to the unavailability of visual, audio, and textual instructional materials. Without these resources, teachers struggle to translate biblical stories and Christian teachings into real-life applications that students can relate to. This situation results in poor student engagement, low academic achievement, and a diminished interest in CRS as a subject.

In addition, where instructional materials are available, there is often a lack of competence among teachers in their proper usage. Some teachers are either unaware of how to integrate these materials effectively into their lessons or lack the necessary training to do so. Consequently, the potential of instructional materials to enhance learning outcomes remains untapped. This challenge is particularly concerning in CRS, a subject that demands creativity and contextualization to make moral lessons impactful and relevant.

Furthermore, disparities in school funding and administration lead to uneven distribution of instructional resources. Urban schools may have access to basic materials like Bibles, charts, and multimedia tools, while rural schools often lack these entirely. This creates a learning gap among students from different backgrounds and questions the equity of the education system. The inconsistent availability and usage of instructional materials call for a deeper inquiry into their impact on learner performance in CRS.

Student performance in CRS has also declined in recent years, as reflected in examination results and student feedback. While multiple factors could be responsible, insufficient instructional support remains a major concern. This raises the question of how the availability and use of instructional materials influence not just cognitive outcomes but also the moral and affective learning domains that CRS seeks to address. If learners are to internalize the values and principles taught in CRS, then the instructional approach must be both engaging and resource-rich.

Given these challenges, it becomes imperative to investigate the availability and utilization of instructional materials in the teaching of CRS and how these factors affect students’ learning outcomes. Without empirical evidence, educational planners and policymakers may continue to overlook the resource needs of CRS teachers and learners. This study, therefore, seeks to fill this gap by examining the current state of instructional material availability and use in selected secondary schools, and its implications for effective CRS instruction.

1.3. Aim and Objectives of the Study

The aim of the study is to examine the availability and utilization of instructional materials and its impact on learners in the teaching of CRS among selected Secondary Schools in Etinan LGA. The specific objectives are:

1. To assess the availability of instructional materials for CRS in secondary schools.
2. To evaluate the utilization of instructional materials for CRS in secondary schools.
3. To measure the impact of instructional materials on learners’ understanding and retention of CRS in secondary schools.
4. To identify and address challenges in utilizing instructional materials in teaching CRS in secondary schools.

1.4. Research Questions

The research questions are buttressed below:

1. What is the current availability of instructional materials for CRS in secondary schools?
2. How are instructional materials for CRS being utilized in secondary schools?
3. What is the impact of instructional materials on learners’ understanding and retention of CRS in secondary schools?
4. What are the main challenges faced in utilizing instructional materials for teaching CRS in secondary schools, and how can they be addressed?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Availability of instructional materials will not affect CRS performance among students in secondary schools.

H1: Availability of instructional materials will affect CRS performance among students in secondary schools.

1.6. Significance of the Study

This study is significant because it addresses a critical gap in the teaching and learning of Christian Religious Studies (CRS) in secondary schools, especially regarding the role of instructional materials. CRS is not just an academic subject; it is fundamental in shaping learners’ character, moral judgment, and spiritual development. By exploring how the availability and use of instructional resources influence learners, this research will contribute to improving both the quality of instruction and students’ overall development in CRS.

For teachers, the study will provide insight into the importance of using diverse instructional materials to enrich classroom instruction. It will help CRS educators understand how properly selected and effectively used materials can improve learner participation, comprehension, and retention. Moreover, the findings will inform teachers on the need for continuous professional development in instructional strategies, particularly those that make biblical teachings and Christian values more accessible and engaging for students.

To school administrators and policymakers, the research will highlight the disparities in resource allocation and utilization in the teaching of CRS. It will serve as a tool for advocating better funding, equitable distribution of instructional materials, and the integration of resource-based learning in CRS curricula. With evidence-based data, education managers can make informed decisions about resource procurement and teacher support that will enhance the overall effectiveness of religious education.

The study will also benefit curriculum developers and education planners by providing a clearer understanding of how instructional materials can be better aligned with curriculum objectives in CRS. It will offer recommendations on types of instructional aids that best support learning in the subject, as well as how to incorporate moral and ethical values effectively using such tools. This will support the broader national goals of producing morally upright and responsible citizens through education.

For students, the study has the potential to improve their learning experiences and academic outcomes in CRS. When instructional materials are available and properly utilized, learners are more likely to be motivated, engaged, and capable of internalizing complex religious and moral concepts. This contributes not only to their academic success but also to their character formation and behavior within the school and broader society.

Finally, the study will contribute to the body of academic literature on instructional materials and their impact on religious education. It will serve as a valuable reference for future researchers who are interested in exploring effective teaching strategies, educational resource management, and value-based learning in religious studies. Through its findings, the research will open new avenues for further inquiry and innovation in teaching CRS and similar subjects in secondary schools.

1.7. Scope of the Study

Availability and utilization of instructional materials and its impact on learners in the teaching of CRS among selected Secondary Schools in Etinan LGA

1.8. Operational Definition of Terms

1. Availability: Availability refers to the extent to which instructional materials are present, accessible, and ready for use in the teaching and learning process. In the context of this study, it means whether Christian Religious Studies (CRS) teaching aids—such as Bibles, charts, visual aids, and digital tools—are provided and present in sufficient quantity in secondary schools.
2. Utilization: Utilization refers to the actual use or application of available instructional materials during teaching. It involves how frequently and effectively teachers incorporate these resources into their lessons to support learners’ understanding and engagement in CRS.
3. Instructional Materials: Instructional materials are any tools, resources, or devices used by teachers to facilitate and enhance the teaching and learning process. These may include textbooks, Bibles, charts, audiovisuals, projectors, flashcards, and other teaching aids relevant to CRS.
4. Impact: Impact refers to the effect or influence that the availability and utilization of instructional materials have on students. In this context, it includes changes in learners’ academic performance, understanding of Christian teachings, attitudes, moral behavior, and engagement with the subject.
5. Learners: Learners are students or pupils who receive instruction in a school setting. In this study, it specifically refers to secondary school students enrolled in Christian Religious Studies classes.
6. Teaching: Teaching is the process of delivering instruction, guiding learning, and facilitating the acquisition of knowledge, skills, and values. It involves planning, presenting content, interacting with learners, and using strategies and materials to achieve learning objectives in CRS.
7. CRS (Christian Religious Studies): Christian Religious Studies (CRS) is a subject taught in Nigerian secondary schools that focuses on the life and teachings of Jesus Christ, biblical narratives, Christian doctrines, moral values, and the application of Christian principles in daily life. It aims to develop students spiritually, morally, and socially.
8. Secondary Schools: Secondary schools are post-primary educational institutions that provide education to students typically between the ages of 11 and 18. In Nigeria, this includes junior and senior secondary school levels, where CRS is part of the curriculum.

Project – Availability and utilization of instructional materials and its impact on learners in the teaching of CRS among selected Secondary Schools