Evaluating field trips’ role in teaching Christian Religious studies in mission senior high schools, Cape-Coast

Abstract

The study examined the role of field trips in teaching Christian Religious Studies (CRS) in Mission Senior High Schools in Cape Coast, aiming to explore their impact on student engagement, understanding, and academic performance. Using a quantitative approach and a descriptive research design, primary data were collected through questionnaires administered to a sample of 250 students selected via a multistage sampling technique combining stratified, purposive, and simple random methods. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were analysed using SPSS to generate insights into student perceptions and experiences. The findings revealed that students generally held highly positive views of CRS field trips, appreciating strong teacher involvement, clear communication, and the relevance of diverse learning experiences. Field trips were perceived as motivating, practical, and effective in enhancing understanding, knowledge retention, and application, while also contributing to improved performance, critical thinking, and confidence in assessments. Based on these outcomes, it is recommended that educational managers and stakeholders establish clear policies and integrate field trips systematically into the CRS curriculum to maximise their educational and academic benefits.