FACTORS MILITATING AGAINST THE EFFECTIVE TEACHING – LEARNING OF CHRISTIAN RELIGIOUS STUDIES IN JUNIOR SECONDARY SCHOOLS IN ENUGU NORTH LOCAL GOVERNMENT
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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 Background of the Study
The high level of moral decadence and insurgencies in Nigerian nation is an indication that there is poor religious teaching in secondary school system. Christian religious studies (CRS) as one of the religious subjects taught in secondary school in Nigerian takes a central position in ensuring moral and spiritual wellbeing of individuals in the society. The key roles of CRS in equipping the individuals and ensuring high level of morality is made clear in the objectives of CRS at the senior secondary level which include; to provide more opportunities for Nigerian youths to learn more about god and thereby develop their faith in god; to enable the youths to accept Christ as their savior; to help the youths develop Christian attitude and moral values (such as humility, respect, love, and justice, etc); to instill in the youth the spirit of tolerance , reconciliation ,peaceful coexistence and non-violence as well as to develop and foster in the youth the spirit of respect for all people and human life (Universal Basic Education Curriculum (UBA), 2013).
Without effective religious studies Nigerian nation will likely to end up in conflict, religious crisis, insurgencies and social unrest among other things. This is because religious control human actions in both social, political, economical and otherwise (Eluu, 2009). The teaching of CRS dates back to the 19th century with the pioneers of Nigerian education (Banjo, 2003). During the missionary administration because of the moral values it teaches the people. Following the government takeover of schools, Nigerian, secondary school curriculum was reviewed and more emphasis was placed on the studies of science and technological subjects. This shift affected the study and interest of students in CRS in school system leading to poor enrollment in CRS.
Gbenda (2004) stresses that student’s enrollment and interest in CRS could as well be as of result of inadequate provision of teaching aids, fewer professional teachers and lack of incentives among other things. Njoku (2009) equally adduced that poor enrollment of student in CRS could be attributed to teacher’s instructional delivery system and teachers’ personality. CRS is taught in all the senior secondary schools in Nigerian as an elective subject. The elective nature of the subject in senior secondary schools in Nigeria equally reduced the number of students that register for the subject in West African examination council (WAEC) and national examination council (NECO) as well as other internal examination. CRS is a subject that bases its teaching on the life and teaching of Jesus Christ (Ugwu, 2001) as a teaching subject, it is not only geared towards converting people to Christianity, but is necessary for value formation, orientation and reorientation of value system as well as spiritual upliftment of the student. Ali and Akubue in Njoku (2009) observed that, CRS is a subject which aims at developing and fostering in the lives of the students Christian attitudes and values such as respect to life, obedience to constitutional authority, responsible self, selfless series to God and humanity. To them, CRS is seen as an academic discipline that is designed to provide the leaner with moral and spiritual transformation. This shows that CRS is the study of Christian lifestyles such as love, caring, patience, faith, forgiveness and hope in God as well as good relationship among men. Obanya in Njoku (2004) maintained that CRS like every other subjects has five features. These features are; a set of rational theoretical formulation, inherent capacity for growth, applicable solution to human problems, organized Body of the knowledge and a degree of uniformity with other area of academic activities. In the context of this study, CRS is defined as a social science subject that teaches students good moral behaviour, fearing of God, knowledge and skills that will make them to contribute their quota in socio-economic and moral development in senior secondary schools. The inclusion of sound religions and moral values in the life of students invariably could help in the development of spiritual and moral sound being of the students. These important values attached to the study of CRS in schools cannot be achieved if teachers do not utilized effective teaching method that appeals to all the senses of students in leaning situations.
Organizing for effective teaching of Christian Religious studies is centered on certain factors such as “what to teach”, “when to teach” and “how to teach”. The teacher does not only teach the most relevant, meaningful and useful materials for specific students, he must also recognized and adopted a good and well-researched method of teaching that guarantees better understanding and also stimulates and motivate students’ achievement (Abdukamid, 2010).
Academic achievement is the degree or level of success attained at the end of an academic endeavour (Omebe, 2005). The yardstick for measuring one’s level of academic achievement is by assessing the academic performance of the individual through test and observation. He further explained that academic achievement has three dimensions such as high, average and low academic achievement. Academic achievement helps in proper evaluation of students and identification of their strength and weakness. However, in the context of this study, academic achievement is the relative change in behaviour of students as a result of effective teaching and learning of CRS in secondary schools.
The issue of high or low academic achievement of secondary school students in CRS has been attributed to some factors such as the school environment, peer influence, the family dynamics, etc (Ekeh and Njoku, 2013). But, of all these factors, the researcher feels that role-play method of teaching play key role in relation to students’ academic achievement in CRS. Role-play method is a dramatic and innovative training technique which helps students to develop both cognitive and affective components of perception and helps in knowing how people behave and why people behave in different ways (Charturvedi, 2009). Oberle (2004) maintained that role-playing activities introduce students to “real world” situations. He added that feelings as well as avenue for expressing personal and sometimes unpopular attitudes and opinions. This indicates that role-playing is highly motivating as the majority of students enjoys these types of activities and become more inspired learners. Morris (2003) found that the role–playing helped the students engage in activities at multiple times and places which help them to retain information in their brain always (Morris, 2003, p.3). In role-playing, the teacher first of all gives students roles to play in a classroom and he directs them on what to do. At the end of students’ participation, he/she summarizes the activities in order for students to understand it clearly. In the context of this study, role play method could be referred to activities engaged by teachers and students in the classroom in order to enhance desirable change in behaviour of learner and maximize their interest and academic achievement in CRS in secondary schools.
Students’ interest is another factor that determines students’ academic achievement in schools. Interest can be defined as a psychological state of having an affective reaction to and focused attention for particular content and/or the relatively enduring predisposition to re-engage particular class of objects events, or ideas (Omebe, 2005). Dewey in long (2007) defines interest as the formation of a relationship between a person and an object. Interest could also be essentially a function of the perceived likelihood to succeed on a specific group of tasks and the value of a consequence of doing well (Ainley, 2002). The way each person learns depends on interest. For instance, some students prefer to learn complete subject matter by heart while others search for meaning. Students’ differences in learning preferences have often been related to a number of individual factors such as motivation and perception of one’s ability. Interest is very important in one’s educational and life success. This is because ones action towards anything depends largely on one’s interest on that thing. Interest drives one towards action especially when such action benefits one thereby forming a relationship between a person and an object. Adedeji (2007) found that interest of students’ in mathematics affect their academic achievement in schools.
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