Methodologies in Teaching Christian Religious Knowledge in Secondary Schools in Bauchi Metropolis, Bauchi State

Abstract

This study evaluates teaching methodologies in Christian Religious Knowledge (CRK) classes in Bauchi Metropolis. The aim is to identify effective approaches that enhance students’ engagement, understanding, and retention of the subject. It also seeks to understand the challenges teachers face in implementing these methodologies. It is a descriptive survey, targeting CRK teachers. Data were collected using a 50-item questionnaire tagged: Methodologies in Teaching Christian Religious Knowledge Questionnaire (MT-CRK-Q), measured on a five-point Likert scale. The instrument was validated by experts and tested for reliability, yielding a Cronbach Alpha coefficient of 0.87. Data were analysed using mean, frequency count, and standard deviation. The study reveals among others that traditional methods like lectures and storytelling are predominant, while multimedia resources and interactive activities are underutilized, while teachers face challenges such as resource constraints, large class sizes, lack of training, rigid curricula, and insufficient administrative support. It, therefore, recommends comprehensive teacher training, increased resource availability, flexible curricula, administrative support, and alignment of assessment methods with interactive teaching approaches.