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With Nigeria facing high levels of social vices and youth anti-social behaviours, the study targets value acquisition problems attributed to teaching effectiveness in Lagos State. It examines digital storytelling in CRS using the Teacher-Led Digital Storytelling Strategy (TLDSS). Results show pupils exposed to TLDSS achieved the highest adjusted post-value acquisition mean score (53.86) and differed significantly from those taught with conventional strategies, confirming effectiveness in values, achievement, and positive CRS attitudes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/value-acquisition-of-school-pupils-after-a-christian-religious-studies-based-intervention-teacher-led-digital-storytelling-strategy-tldss/591240/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/value-acquisition-of-school-pupils-after-a-christian-religious-studies-based-intervention-teacher-led-digital-storytelling-strategy-tldss/591240.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address about CRS teaching in Lagos State?","Question",{"text":112,"@type":113},"It addresses concerns that increasing immoralities among primary pupils are linked to the effectiveness of teaching methods used for CRS, affecting value acquisition.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What intervention strategy is examined in the study?",{"text":117,"@type":113},"The study focuses on digital storytelling taught through the Teacher-Led Digital Storytelling Strategy (TLDSS).",{"name":119,"@type":110,"acceptedAnswer":120},"How do the findings compare TLDSS with conventional strategies?",{"text":121,"@type":113},"Pupils exposed to TLDSS had the highest adjusted post-value acquisition mean score (53.86) and were significantly different from pupils taught using conventional strategies in value acquisition.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591240,1792190283,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","African Educational Research Journal Vol. 11(2), pp. 233-240, May 2023  \nDOI: 10. 30918/AERJ.112.22.015 ISSN: 2354-2160  \nFull Length Research Paper  \nValue acquisition of school pupils’ after a Christian Religious Studies based intervention (teacher-led digital story telling strategy) in Lagos State, Nigeria  \nVictoria Iyabo Aremu  \nDepartment of Curriculum and Instruction, Adeniran Ogunsanya College of Education, Oto/Ijanikin, Lagos, Nigeria. Accepted 10 February, 2023  \n\n| ABSTRACT\u003Cbr>The basis for the inclusion of Christian Religious Studies (CRS) into the primary school curriculum in Nigeria was particular to the learning of morals and the development of societally acceptable values and attitudes. Presently, Nigeria is experiencing a high level of social vices, immoralities and an unprecedented amount of anti-social behaviours among youths. Of course, the considerable amount of problems generated by the increasing immoralities among primary school pupils of Lagos State was attributed to effectiveness in the teaching methodologies used for teaching and learning of CRS. Contemporarily, the use of computer-based technologies and digital tools for classroom teaching and learning proved to be effective because it engages primary school pupils. This study focused on the use of digital storytelling in the teaching and learning of CRS in Lagos State primary schools. The research was carried out to study the attitudes of primary school pupils toward CRS after the use of the “Teacher-Led Digital Storytelling Strategy” (TLDSS) . Data obtained from the intervention revealed that primary school pupils exposed to TLDSS had the highest adjusted post-value acquisition mean score in CRS of 53.86. Again, there were observations from the study that primary school pupils exposed to TLDSS were significantly different from those exposed to conventional strategies (CS) in the teaching and learning of CRS in terms of value acquisition. The findings showed the effectiveness of the use of TLDSS for primary school pupils of Lagos State because TLDSS enhances primary school pupils’ acquisition of values, achievement and development of positive attitude to CRS.\u003Cbr>Keywords: Religious education, value acquisition, digital storytelling strategy. |\n| --- |\n| E-mail: [iyaboaremu22@yahoo.com](iyaboaremu22@yahoo.com). |\n\nINTRODUCTION  \nThe curriculum for Christian Religious Studies (CRS) and Moral Instruction expects schools to concentrate on the cognitive, moral, character formation and physical formation of Pupils. Religious Education as a school subject is an important element towards effectively laying a valid and sound foundation for moral consciousness in Pupils’ in the course of undergoing developmental phases. This will allow for proper dispensation of knowledge acquisition in specific and sensitive areas of character development in Pupils in the course of acquiring education. The Nigerian educational sector has a fundamental philosophy that is based on building moral consciousness. Building in children/students, the right  \nmoral behaviour remains a major ingredient in the achievement of national goals. This is essentially predominant, especially at the primary school level, where learners’ character is still at the formative stage. Therefore, religion remains a tool that is fortified to produce sound individuals with developed character formation which is targeted towards the preservation of human values starting from the classroom .  \nNigerian Educational Research and Development Council (NERDC, 2013) developed the national Christian religious curriculum and stated that CRS remains a subject that is aimed at instilling moral and righteous living in society. The Federal Ministry of Education  \nAfr Educ Res J 234  \n(FME, 2013) reviewed the curriculum of CRS and stated that building human values, morals and attitudes remains its priority. As a result of that review, the major objectives of CRS are highlighted to include:  \ni. Inculcating in the lea","cbCair0zPz3K7KN5","https://ap.wps.com/l/cbCair0zPz3K7KN5","pdf",141971,"English","# Introduction\n## CRS curriculum objectives and moral formation\n## Rationale for digital storytelling in teaching CRS\n# Abstract\n## Study focus and intervention\n## Results and value acquisition outcomes","[{\"question\":\"What problem does the study address about CRS teaching in Lagos State?\",\"answer\":\"It addresses concerns that increasing immoralities among primary pupils are linked to the effectiveness of teaching methods used for CRS, affecting value acquisition.\"},{\"question\":\"What intervention strategy is examined in the study?\",\"answer\":\"The study focuses on digital storytelling taught through the Teacher-Led Digital Storytelling Strategy (TLDSS).\"},{\"question\":\"How do the findings compare TLDSS with conventional strategies?\",\"answer\":\"Pupils exposed to TLDSS had the highest adjusted post-value acquisition mean score (53.86) and were significantly different from pupils taught using conventional strategies in value acquisition.\"}]","Value acquisition of school pupils’ after a Christian Religious Studies based intervention - Teacher-Led Digital Storytelling Strategy (TLDSS) | PDF",1792071405]