Effects of Christian Religious Studies Literacy on Academic Performance and Achievement of Secondary Students on their Academic Achievement: A Case Study of Secondary School 1 Students in Quaan-Pan Local Government in Plateau State of Nigeria

Purpose: This research is being carried out to critically examine the effects of Christian religious studies literacy on academic achievement with a particular reference to Quaan-pan Local Government Area of Plateau State of Nigeria. The researchers deem this research work necessary because of regular massive failure witnessed in CRS results in both WAEC and NECO. Most times, students have to depend on examination malpractices in order to pass exam in Quaan-pan LGA. Methodology: In order for this objective to have been assessed, three research questions were formulated. The data that was collected is being analyzed by using simple percentages and tables for the research questions to be analyzed. A structured questionnaire is being used as the major instrument of data collection from the respondents in selected secondary schools in Quaan-pan Local Government Area of Plateau State to ascertain whether there is some level of knowledge that are acquired by Christian religious studies students in Quaan-pan Local Government Area of Plateau State. Findings: The study found out that the effects associated with Christian religious studies prompted this study and the mass failure of students in CRS is due to lack of relevant effective teaching method for the subject. The challenges ranging from poor understanding of pedagogical and theological aims of the subject, societal moral decadence, lack of passion and love for students and the job, poor communication technique to vast and abstract nature of the subject. Solutions to these inadequacies have also been sought; hence the need to adhere strictly to the demands of stakeholders in education of children, because factors affecting teachers’ preparation and execution of their lesson plans effectively jeopardize the aim of establishing the subject. Unique contribution to theory, practice and policy: The study is being concluded with some recommendations that would require school managers to not only organize, but encourage CRS teachers to attend workshops, conferences and seminars, because the task of molding human behaviour is dynamic; hence regular attendance to conferences, seminars and workshops will equip them with new approaches and methods for effective implementation of CRS curriculum among students.