Christian Religious Studies (CRS) is one of the academic subjects aiming at creating awareness in the learnersâ€™ relationship with God as revealed in their personal experience, the biblical revelation as a whole and in Jesus Christ in particular.Notwithstanding the nature and importance of Christian Religious Studies to the individual and the value of religious education to the society at large, yet, the academic performance of students in the subject over the years has not improved.The objectives of this study were therefore toexamine the: (i) effects of pictures on senior secondary studentsâ€™ performance in Christian Religious Studies; (ii) effect of posters on academic performance of Christian Religious Studies students; (iii) effect of a combination of pictures and posters on academic performance of Christian Religious Studies students and (iv) interactive effect of pictures and posters and gender on Christian Religious Studies studentsâ€™ academic performance.rnA 4 by 2 pre-test, post-test, control group, quasi-experimental design was employed for this study.Four public secondary schools were selected from the three senatorial districtsin Niger State. From each school, 50 students were selected for this study. Thus, a total of 200 SS2 students were sampled for this study. Christian Religious Studies Performance Test (CRSPT) was used to collect data from the respondents.A reliability coefficient of 0.67 was obtained using Pearson Product Moment Correlation statistics.Percentage, mean, standard deviation, Analysis of Covariance (ANCOVA) and Post Hoc Pairwise comparison analyses were employed in the analysis.rnThe findings were that:rni. there was a significant difference between the performance of students taught Christian Religious Studies using pictures and those taught using conventional method in favour of those taught with pictures (F(1, 97) = 4.968, p<0.05),rnii. there was a significant difference in the performance of students taught Christian Religious Studies using posters and those taught using conventional method in favour of those taught with posters (F(1, 97) = 20.947 p<0.05),rniii. there was asignificant difference in the performance of students taught Christian Religious Studies using a combination of pictures andposters and those taught using conventional method in favour of those taught with the combination of pictures and posters (F(1, 97) = 241.450, p<0.05).rniv. There was no significant difference in the performance of male and female Christian Religious Studies students exposed to pictures (F(1,47) = 1.012, p>0.05); posters (F(1,47) = .477, p>0.05) and a combination of pictures and posters (F(1,47) = .070, p>0.05)rnv. CRS students taught with pictures and posters performed best, followed by those taught with posters and the least by those taught with pictures.rnThe study concluded that Students taught CRS usingpictures, posters and a combination of pictures and posters performed better than those taught with conventional method. The study recommended that CRS teachers should employ the use of pictures illustrations, posters illustrations and the combination of pictures and posters illustrationsin the classroomto interact with learners for effective learning outcomes.