INFLUENCE OF TEACHERS’ USE OF SOCRATIC METHODS ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOLS STUDENTS IN CHRISTIAN RELIGIONS STUDIES: A CASE STUDY OF OVIA NORTH EAST LOCAL GOVERNMENT AREA OF EDO STATE

ABSTRACT

The study examined how teachers' Socratic Methods affect secondary school Christian Religions Studies students' academic performance in Ovia North East LGA, Edo State. We analyzed other researchers' literature and raised three research issues. The study used a questionnaire for descriptive survey research. The research questions guided the questionnaire, which was given to 200 people. The study found that while the Socratic Method emphasizes critical thinking, questioning, and dialogue, its potential to deepen students' understanding and appreciation of Christian Religious Studies concepts, and its impact on academic students, performance is multifaceted and depends on factors like teacher implementation, students' perception and receptivity, and curriculum alignment. While Socratic Method enriches Christian Religious Studies by encouraging intellectual curiosity and analytical abilities, its impact on academic performance requires continual review and contextual adaption to maximize its benefits for public secondary students. However, educational authorities and institutions should prioritize professional development and training for teachers on Socratic Methods in CRS instruction and encourage a classroom culture that values active students, participation, and Socratic discussions.