Comparative Analysis of the Academic Performance of Secondary Schools’ Students in Religious Studies using Traditional and Digital Tools Approaches in Kogi State, Nigeria

Abstract

This study explored a comparative analysis of the academic performance of secondary schools’ students in religious studies using traditional and digital tools approaches in kogi state, Nigeria. The study adopted correlational research design to compare the two approaches. The research assesses the effectiveness of these approaches in enhancing student engagement, understanding, and overall academic achievement. By evaluating data from the two schools—Kabba Comprehensive School, which employs traditional methods, and St. Augustine College Kabba, which utilizes digital tools—the study reveals that students exposed to digital resources significantly outperform their peers taught through conventional methods, with a notable difference in mean scores (65.4 vs. 78.3, p < 0.0001). The findings indicate that the integration of digital tools fosters a more interactive and engaging learning environment, enhancing students' comprehension of complex religious concepts. However, challenges such as inadequate ICT infrastructure and insufficient teacher training hinder the full realization of digital methods' potential. The study emphasizes the need for educational policymakers to develop strategies that balance traditional and digital learning approaches, improve infrastructural support, and promote professional development for educators to enhance academic outcomes in Religious Studies. Future research should explore the long-term effects of these teaching methods on critical thinking and moral development among students, providing insights for refining educational practices in religious studies.