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FACTORS AFFECTING THE PERFORMANCE OF CHRISTIAN RELIGIOUS STUDIES STUDENTS IN JUNIOR SECONDARY SCHOOL

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ABSTRACT

This study was carried out to investigate the factors affecting the performance of Christian Religious Studies students in junior secondary schools. To achieve this objective, three research questions and two research hypotheses were formulated to guide the study. The data was collected from primary sources. The primary data were collected with the help of a well-structured questionnaire of two sections administered to teachers of selected secondary schools in Enugu. The collected data were analyzed with tables and simple percentages to analyze the research questions while Chi-square statistical tool was used to test research hypotheses. The study reveals that there are problems facing teachers in teaching Christian religious studies in Nigeria secondary schools in Enugu North Local Government Area and there are challenges to effective implementation of Christian religious studies curriculum in secondary schools. The study concluded with some recommendations that there is need for the school managers to not only organize, but encourage CRS teachers to attend workshops and seminars because the job of moulding human behavior is dynamic; hence regular attendance to seminars will equip them, with new approaches and methods for effective implementation of CRS curriculum among students.

TABLE OF CONTENTS

Cover Page        –        –        –        –        –        –        –        –

Title Page  –        –        –        –        –        –        –        –        –

Certification        –        –        –        –        –        –        –        –

Dedication –        –        –        –        –        –        –        –        –

Acknowledgment         –        –        –                –        –        –        –

Abstract     –        –        –        –        –        –        –        –        –

Table of Content          –        –        –        –        –        –        –        –

Chapter One: Introduction

1.1    Background of the Study     –        –        –        –        –       

1.2    Statement of the Problem    –        –        –        –        –

1.3    Objectives of the Study        –        –        –        –        –        –

1.4    Research Questions   –        –        –        –        –        –

1.5    Research Hypotheses         –        –        –        –        –        –

1.6    Significance of the Study     –                –        –        –       

1.7    Scope of the Study     –        –        –        –        –        –       

1.8    Limitation of the Study          –        –        –        –        –        –       

1.9    Definition of Terms      –        –                –        –        –

Chapter Two: Review of Related Literature

2.1    Introduction         –        –        –        –        –        –        –       

Chapter Three: Research Methodology

3.1    Introduction         –        –        –        –        –        –        –       

3.1    Research Design        –        –        –        –        –        –        –

3.3    Area of the Study        –        –        –        –        –        –

3.4    Population of the Study        –        –        –        –        –

3.5    Sample Size and Sampling Techniques         –        –        –

3.6    Instrumentation  –        –        –        –        –        –        –

3.7    Validation of the Instrument –        –        –        –        –

3.8    Administration of the Instrument           –        –        –

3.9    Method of Data Analysis      –        –        –        –        –

Chapter Four: Presentation, Analysis and Interpretation of Data

4.1    Introduction         –        –        –        –        –        –        –

4.2    Presentation and Analysis of Data         –        –        –        –       

4.3    Testing of Hypotheses         –        –        –        –        –        –

4.4    Discussion of Findings         –        –        –        –        –        –

Chapter Five: Summary, Conclusion and Recommendations

5.1    Introduction         –        –        –        –        –        –        –       

5.2    Summary   –        –        –        –        –        –        –        –

5.3    Conclusion         –        –        –        –        –        –        –        –       

5.4    Recommendations      –        –        –        –        –        –       

          References                  –        –        –        –        –        –        –

          Appendix 1         –        –        –        –        –        –        –        –

          Appendix 2         –        –        –        –        –        –        –        –

CHAPTER ONE

INTRODUCTION

1.1   INTRODUCTION

        Christian Religious Studies (CRS) is one of the major subjects missionaries bequeathed to Nigerian education system on the establishment of schools by the 19th century missionaries. The aim was to train people who will be of immense help to the colonial trinity goals (God/Christianity, government/colonization and Gold/commerce). In other to achieve the above, the major curriculum contents of their educational system were Bible knowledge, Arithmetic and English language for communication. To implement fully the contents, adequate attention was given to the understanding of the place of God in man’s life (Nsongo, 2001). During the missionary era, bible knowledge otherwise known as CRS was the core subject. Subsequently, after independence, government took over schools; there was a clarion call for review of curriculum in 1983. The call was as a result of criticisms leveled against colonial education, which some scholars viewed as being too arts oriented and as such lacked relevance to Nigeria upliftment, political emancipation and infrastructural development (Ocho, 2005). Ocho further explained that the situation led to the modification of the curriculum with greater emphasis on sciences and technological subjects.

        For effective teaching to take place adequate considerations must be given to the teacher’s skill, the learners’ preparedness to learn, the teaching/learning environment, and the curriculum in addition to such external variables as government education policies, supervision/ monitoring exercise. These factors combine to give rise to effective teaching of any subject at whatever level of education.

        Effectiveness of Christian Religious Knowledge (CRK) teaching becomes very important when one considers the indispensable position of the discipline in human socio-cultural, economic, spiritual and moral development. This feat is acknowledged by Federal Republic of Nigeria (2004) which placed Religious Studies as one of the core subjects in Group A at the Senior Secondary level. This is probably because Religion goes a long way to determining individual behaviour and aspiration, which in turn determines not only developmental strides of the society but also its internal harmony.

        Christian perspective to Religious Studies does not deviate from the general functional roles of religion in the society, such as its efficacy in transcending personal and divisive forces in human society. Through shared symbols, values, norms and doctrines, religion, including Christian religion, provides a forum for people to unite to form integrated groups based on seemingly unfathomable mysteries of human existence.

        Specifically, CRK teaching is believed to be capable of instilling in the Nigerian youth the required and desired knowledge, values, behaviours, attitudes and skills that would ensure their effective adaptation in an ever-changing multi-faith and multiethnic society, Nigeria, (Eluu, 2011). Obilom in Eluu (2011) equally holds that CRK curriculum is designed to teach not only the content of the holy book but also the moral lessons desirable therefrom.

        Learning has to do with the application and integration of the knowledge acquired in a particular unit of instruction. Learning outcomes according to Obanya (2004) are statements that describe significant and essential learning which learners have acquired and can reliably demonstrate at the end of a course or program. The desired or expected learning outcomes of CRS study is on the attainment of ethical and moral behavior of school pupils, in other words, building up the moral character of an individual using example of Christian religion values rather than mere precepts. The main aim of including CRS into Nigerian education curriculum therefore is to advance Christian moral virtues in the lives of school pupils. Most often those desired outcomes do not manifest in some pupils’ behaviours judging from the rate of immorality observable in schools and the society at large.

1.2   Statement of the Problem

        Nigerian society today like other nations of the world is undergoing through some aspect of moral decadence or moral degradation associated with world-wide development. The moral status of the society has reached to the level one could ask what role multiple religious groups play in building up moral society. The moral ills identified among the secondary school pupils have raised questions on the efficacy of religious studies on shaping moral behavior. CRS curriculum review of 1983 included inculcation of moral values in the content in order to address challenges of moral behaviour among students, but the aim seems to be under siege.

        Scholars like Njoku (2012) attributed the breakdown in moral behaviour of the school students to teachers’ attitude and government lack of commitment to the teaching of CRS as some that are committed do not handle the subject well, which has made it almost impossible for learners to attain the set goals. It is against this background that the researcher sought to find out if appropriate selection and effective use of teaching methods could enhance attainment of desired learning outcomes in the students’ lives.

1.3   OBJECTIVES OF THE STUDY

        The main objective of this study is to investigate the factors affecting the performance of Christian Religious Studies students in junior secondary schools. The specific objectives included;

1.     To find out whether there are qualified teachers for teaching   Christian religious studies in secondary schools.

2.     To determine whether there is enough teaching aids to facilitate the teaching and learning of Christian religious studies       in the secondary schools.

3.     To determine whether students are sufficiently motivated        toward the learning and teaching of Christian religious studies         as a subject in the school curriculum.

4.     To make useful recommendations based on the findings of this       study.

1.4   RESEARCH QUESTIONS

1.     Are there qualified teachers for teaching Christian religious      studies in secondary schools?

2.     Are there enough teaching aids to         facilitate the teaching and    learning of Christian religious studies in the secondary schools?

3.      Are the students sufficiently motivated toward the learning      and teaching of Christian religious studies as a subject in the school curriculum?

1.5   RESEARCH HYPOTHESES

Hypothesis 1

H0:    There are no qualified teachers for teaching Christian religious        studies in secondary schools.

H1:    There are qualified teachers for teaching Christian religious     studies in secondary schools.

Hypothesis 2

H0:    There are no enough teaching aids to   facilitate the teaching and learning of Christian religious studies in the secondary    schools.

H1:    There are enough teaching aids to facilitate the teaching         and   learning of Christian religious studies in the secondary         schools.

1.6   SIGNIFICANCE OF THE STUDY

          The findings of this study therefore would be of benefits to the following people;

          To all learning institutions and future researchers in the field of the Christian religious studies.

        Christian religious studies teachers most especially as the factors militating against good performance of their students would be made known. The knowledge will enable them plan better strategies for handling the subject matter.

        Principals of secondary schools; this is because the findings would lead them to know whether they need more qualified teachers for effective teaching and learning of the subject in their schools for better performance.

        Ministry of Education in the state as it would become aware of the needs of the schools in terms of teachers, facilities and equipment.

1.7   SCOPE OF THE STUDY

        This study is concern the factors affecting the performance of Christian Religious Studies students in junior secondary schools in Enugu North Local Government Area of Enugu State.

1.8   LIMITATION OF THE STUDY

        There is no study undertaken by a researcher that is perfect. The imperfection of any research is always due to some factors negatively affecting a researcher in the course of carrying out research.  Therefore, time constraint has shown no mercy to the research. The limited time has to be shared among many alternative uses, which includes reading, attending lectures and writing of this research, also distance and its attendant costs of travelling to obtain information which may enhance the writing of this study was a major limitation.

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