THE EFFECT OF VIDEO GAMES ON THE TEACHING AND LEARNING OF CHRISTIAN RELIGIOUS STUDIES FOR ACADEMIC ACHIEVEMENT OF PRIMARY SCHOOL PUPILS IN ABEOKUTA NORTH LOCAL GOVERNMENT, AREA OF OGUN STATE

ABSTRACT This study explores the impact of video games on the teaching and learning of Christian Religious Studies (CRS) among primary school pupils in Abeokuta North Local Government, Ogun State, Nigeria. Given the challenges of engaging students using traditional teaching methods, this research investigates the potential of video games to enhance motivation, participation, and academic performance in CRS. A survey was conducted with 100 primary school pupils from four randomly selected schools, using a structured questionnaire to gather data on their perceptions and the effects of video games on learning. The results show that while a significant portion of pupils (60%) support the integration of video games into the curriculum, a mixed perception remains. Approximately 70% of respondents agreed that video games can enhance learning by improving engagement and making lessons more interactive. However, 50% of pupils initially believed that video games have little direct impact on CRS, viewing them primarily as entertainment tools. Despite this, 60% of respondents recognized the benefits of video games in fostering independent learning and improving academic outcomes. The study concludes that video games, when carefully selected and properly integrated into the CRS curriculum, have the potential to enhance students' engagement, motivation, and academic achievement. However, there is a need for teacher training and awareness programs to ensure the effective implementation of game-based learning. These findings offer valuable insights for educators and policymakers seeking innovative strategies to improve teaching and learning experiences in CRS.