THE STRATEGIES TO ENHANCE TEACHING AND LEARNING OF CHRISTIAN RELIGIOUS STUDIES IN SECONDARY SCHOOLS
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1.1 BACKGROUND TO THE STUDY
Teaching is an important part of the process of education. Its special function is to impart knowledge, develop understanding and skill (Aggarwal, 1995). Teaching and learning are opposite sides of the same coin; a lesson is not learned until it has been taught. Teaching, therefore, should be thought of as a process that facilitates learning.
Christian Religious Studies (CRS) is one of the major subjects missionaries bequeathed to Nigerian education system on the establishment of schools by the 19th century missionaries. The aim was to train people who will be of immense help to the colonial trinity goals (God/Christianity, government/colonization and Gold/commerce). In other to achieve the above, the major curriculum contents of their educational system were Bible knowledge, Arithmetic and English language for communication. To implement fully the contents, adequate attention was given to the understanding of the place of God in man’s life (Nsongo, 2001). During the missionary era, bible knowledge otherwise known as CRS was the core subject. Subsequently, after independence, government took over schools; there was a clarion call for review of curriculum in 1983. The call was as a result of criticisms leveled against colonial education, which some scholars viewed as being too arts oriented and as such lacked relevance to Nigeria upliftment, political emancipation and infrastructural development (Ocho, 2005). Ocho further explained that the situation led to the modification of the curriculum with greater emphasis on sciences and technological subjects.