Effect of role play method on students’ academic achievement and interest in christian religious studies in senior secondary schools in ebonyi central education zone of ebonyi state

Thesis Abstract

Abstract
This study aimed to investigate the effect of the role-play method on students' academic achievement and interest in Christian Religious Studies (CRS) in senior secondary schools in Ebonyi Central Education Zone of Ebonyi State. The study employed a quasi-experimental design with a pretest-posttest control group. The sample consisted of 120 senior secondary two (SS2) students selected from two purposively selected schools in the Ebonyi Central Education Zone. The experimental group (n=60) received instruction in CRS using the role-play method, while the control group (n=60) received traditional instruction. Data were collected using a CRS Achievement Test and a CRS Interest Questionnaire. The findings revealed a significant difference in academic achievement between the experimental group (role-play method) and the control group (traditional instruction) in favor of the experimental group. The mean posttest scores of the experimental group were significantly higher than those of the control group. This suggests that the role-play method positively influenced students' academic achievement in CRS. Moreover, the results also indicated a significant difference in students' interest in CRS between the experimental and control groups, with the experimental group showing a higher level of interest. This implies that the role-play method not only enhanced academic achievement but also increased students' interest in the subject. The study underscores the importance of instructional strategies in enhancing students' academic performance and interest in religious studies. The role-play method, with its interactive and engaging nature, proved to be effective in improving both academic achievement and interest in CRS among senior secondary school students. In conclusion, the findings of this study support the hypothesis that the role-play method has a positive effect on students' academic achievement and interest in Christian Religious Studies. Educators and policymakers should consider incorporating interactive and experiential methods like role-play into the teaching of religious studies to promote better learning outcomes and increased interest among students. Further research could explore the long-term effects of role-play and investigate its application in other subjects and educational settings.