Christian Religious Education and Values Formation in Public Schools: Analysis of Implementation in Edo State

Christian Religious Studies in Nigeria's public school system is mandated as a values formation subject, yet the actual implementation of this mandate and its effectiveness in forming student values in Edo State, South South Nigeria, has not been empirically examined. This study analyses the implementation of Christian Religious Studies as a values formation curriculum in Edo State public secondary schools and its actual impact on student values. A mixed-methods analytical design was adopted, examining twelve government secondary schools across Benin City, Auchi, and Warri LGAs. Curriculum analysis assessed content alignment with values formation objectives. Classroom observation and teacher interviews (n = 20) examined pedagogical approaches. Student questionnaires (n = 300) assessed values formation outcomes. Analysis reveals significant gaps between the values formation mandate of the CRS curriculum and classroom practice. CRS teachers predominantly use examination preparation-oriented instruction, with minimal engagement of values formation methodologies. School leadership support for CRS as a formation subject is weak. Students with CRS teachers who model Christian values and engage experiential learning report significantly higher values formation outcomes. The study makes an original analytical contribution to the CRS curriculum implementation literature in the South South zone, and recommends a comprehensive CRS teacher development programme for Edo State that addresses both pedagogical skills and the teachers' own formation as values educators.

Keywords: Christian Religious Studies, values formation, public schools, Edo State, curriculum implementation