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TEACHERS AND STUDENTS PERCEPTIONS OF PROBLEMS OF EFFECTIVE TEACHING AND LEARNING OF CRS

| Format: Ms Word | 1-5 Chapters | Table of Content|

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Junior Secondary School Students Seminar & Workshop – Always Sisters  Foundation

Abstract

The study was carried out to investigate teachers and students perception of effective teaching and learning of Christian religious studies in junior secondary schools in Enugu state. Four research questions were raised to guide the study. The study adopted a descriptive survey design. 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         –        –        –        –        –        –        –        –

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                                              CHAPTER ONE

                                             INTRODUCTION

1.1     INTRODUCTION

Christian Religious studies is one of the important subjects offered in Nigerian secondary schools. Ikechukwu (2014) observed that Christian Religious Knowledge has been one of the most important subjects being taught in Secondary Schools in Nigeria. This is because the subject helps to streamline the thought, character, moral, and aspiration of the students. It also offers hope for the future, integrate, discipline, harmonious, and progressive society. Student’s effective learning outcome in secondary and other institutions of learning in recent times have been the concern of stake-holders in Nigerian education system (parents, guardians, teachers, counselors and government). This is because success in education is highly instrumental to the development of a nation.

The uniqueness of Christian Religious Studies (CRS) emerges from its dual function of simultaneous development of the intellectual ability and moral character of the students. It also emphasizes the affective domain of education taxonomy – the domain which many seem to be silent about or even neglect completely. Ikechukwu (2014) asserted that Christian Religious Knowledge has been one of the most important subjects being taught in the Secondary Schools in Nigeria. This is because the subject helps to streamline the thought, character, moral and aspiration of the students. It also offers hope for the future, integrate, discipline, harmonious and progressive society. Ajah (2015) opined that Christian Religious Knowledge has also as its duty the formation of personality and character in the students. Ajah (2015) further added that its curriculum has been designed with intent that students should be given a complete theory of life; a philosophy which emphasizes that God should be the joy of their youth, the strength of their age and the life of their immortality.

Effectiveness of Christian Religious Studies (CRS) 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 (2014) 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. For effective teaching and learning to take place adequate considerations must be given to CRS 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.

Learning has to do with the application and integration of the knowledge acquired in a particular unit of instruction. Learning outcomes according to (Bweyale, 2017) 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

Recently the performance in the Christian Religious Studies in the Nigerian secondary school at the external exams is not encouraging. Lawal, (2002 & 2010) observed that poor performance occurs yearly and more students are running away from the subject of CRS. This alarming rate of poor performance in Christian Religious Studies has generated growing concern from various quarters, the parents, teachers, schools, and the government. Ntamu, Owulu, & Monity, (2016) observed there has been a fall in students‟ academic performance in CRS over the years as compared to other subjects in the school system. Despite the above relevance of Christian Religious Studies, observation reveals that students have not shown interest in the subject as well as performed credibly well in examinations administered to measure learning outcomes. On the whole, more worrisome is the performance of students in external examinations on the subject. The West African Examination Council (WAEC) in the past years (2012- 2014) results in seventeen popular subjects indicates that only 35.26%, 23.58%, and 33.45% respectively passed CRS with credit passes. What are the necessary factors that lead to this dwindling performance? The place of teachers in quality instruction and learners’ achievement in schools cannot be over-emphasized. When the students perform poorly the teachers’ are not exempted from the students’ poor performances. Christian Religious Studies teachers in Nigeria and in Enugu State have been facing many challenges that are preventing them from teaching the Christian Religious Studies in an effective way. This research is aimed to investigate teachers and students perception of effective teaching and learning of Christian religious studies in junior secondary schools in Enugu state.

1.3     AIMS/OBJECTIVES OF THE STUDY

The primary aim of this study is to investigate teachers and students perception of effective teaching and learning of Christian religious studies in junior secondary schools in Enugu state. The specific objectives included;

  1. To investigate the factors affecting the performance of Christian Religious Studies students in junior secondary schools in Enugu.
  2. To find out whether there are qualified teachers for teaching       Christian religious studies in 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 junior secondary schools in Enugu?

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

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 teachers and students perception of effective teaching and learning of Christian religious studies 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.

1.9 DEFINITION OF TERMS

Teachers: A teacher (also called a schoolteacher or formally, an educator) is a person who helps students to acquire knowledge, competence or virtue. Informally the role of teacher may be taken on by anyone (e.g. when showing a colleague how to perform a specific task).

Students: A student is primarily a person enrolled in a school or other educational institution and who is under learning with goals of acquiring knowledge, developing professions and achieving employment at desired field (Oxford Dictionary, 2020).

Junior Secondary School: Junior Secondary is a phase of education in state secondary schools for Years 7, 8 and 9, which helps to ensure the bridge between primary and secondary school is safe, strong and consistent for all students.

Christian Religious Studies: Christian Religious education is the study of God’s revelation to human beings through scriptures, the person of Jesus Christ and the Holy Spirit (The study of the Trinity).

Academic performance: academic achievement is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represent academic achievement.

Massive Failure: Something that is massive is very large in size, quantity, or extent.

Christian Religious Studies Laboratory: This is a special room equipped with materials and equipment like ledger cards, long span chalk board rules in ledger form, sample source documents used for financial transactions, sample currency notes in various denominations for buying and selling, adding and listing machines, electronic calculators, duplicating machines, overhead projector, tape recorder with play back, flip chart board, magnetic board, TV and Video. These are used for practical lessons in Christian Religious Studies.

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