FACTORS THAT AFFECT THE TEACHING AND LEARNING OF CHRISTIAN RELIGIOUS STUDIES

 CHAPTER ONE 

INTRODUCTION 

Background of the Study 

The word religion has generated some unresolved controversies among philosophers, scholars and the scientists with the result that there is not one universally accepted definition. This is so in view of the fact that the word is like the elephant in the oriental parable in which people tend to take hold of a part of the beast and defines the whole in terms of the part. Words do start contextually with one meaning only to end with different significance. The same is applicable to religion; this scholar had defined religion from whatever shade and opinion that might catch their fancy.

Added to the above is the fact that religion itself deals with invisible and spiritual beings that cannot be subjected to empirical observations. Writing on this problem of definition Metuh (1978:13) summarized that this problem … is partly because the object of religion is invisible and the spiritual beings that are not subject to observation are not conceived in difficult ways by different people. Besides, the study of religion interest people with a widely differing interest as theologians, anthropologist, psychologists and sociologist, each of who see it from different perspectives. It is against this, according to Madu in ugwu (2003) that hundreds of definitions of religion litter our textbooks in the social science and the humanities.

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Religion in its divine dimensions consists of revelation, communication of divine will to man. From this perspective, religion is sublime, ideal, perfect and infallible (Ikenga – Metuth, 1992).

Religion in a general sense is the belief in the supernatural and a code of ethical behaviour. For the purpose of this research work the researcher would define religion as the expression of beliefs and practices between man and what he regards a sacred.

On the other hand, Christian religion Education in Nigeria began with the advent of missionaries and mission agencies in mid 1800. It was not in fact deliberate. It was introduced in the form of Evangelism and as part of western missionary enterprise. The missionary introduced Christian Education to facilitate the conversion of indigenous population to Christianity. They saw in educating the local populace a means of producing a literate being that would run errands for him as domestic hand messenger or orderly and at best clerk. They aimed at training the young by giving them liberal education to get well prepared, well instructed and proven congregations also to provide moral and religious education.

The need for Christian religious studies in the country made the federal ministry of education 1985 to emphasized that Christian religious facts are to be learnt and used objectively in deciding on the consequences of certain actions and happening that enable students to recognize that differences of culture are product of religion and so develop a deeper understanding of difficulties in the effort to building a united nation out of Nigeria’s many ethnic and religious groups and to fine them with a zeal to contribute their own quota to the achievement of the nation’s goal (Ilorin in Quarcoepome, 2009). The content of the curriculum of federal ministry of Education proved that teaching and learning of the Bible studies can bring useful living within the society and for brighter education. The Bible studies teacher can in a greater measure help the youth to improve their morals and attitude to God and to help their fellow men in the nation generally.

The objectives of Christian religious studies as contained in the national curriculum for education 2004 are as follows

To improve more opportunity for Nigerian youths to learn more about God and hereby develop their faith in Him.

To enable youths accept Christ as their saviour, recognize Christ as the founder and sustainer of the Christian Church.

To enable the youths accept the guidance of Holy Spirit in their daily activities.

 To help the youths to understand the basic teaching of Christian and apply this in their daily lives and work, to develop in youth Christian attitude and moral values such as humility, respect, love kindness, justice and selfless service to God and humanity, then prepare the youths for higher education and for service within the community.

As regards to these objectives, it is noted that Christian religious studies is an essential instrument for character molding. Consequently, a lot of factors have affected the teaching of Christian religious studies, over the years. They include

  Poor method of teaching also affects in a greater measure. It has been pointed out by Amadi (2007) in Ike 1998 that conventional methods of teaching like narrative method, lecture method, discussion, illustration method appeared to be ineffective because the effective method depends on its ability to achieve a set goal.

The application of in appropriate instructional materials learning process is enhanced through the use of proper instructional materials. The use of available resources and materials for teaching any subject enriches the class activities. Asogwa and Nwangwu (2010) indicated that lack of proper instructional materials like multisensory instructional packages; affect that effective teaching of Christian religions studies at the secondary school level.

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Lack of specialists teachers of Christian religious studies in secondary schools.

This is a situation whereby people that do not have the National Certificate in Education or Bachelor of Education in religion teach the subject in secondary school. This affects the teaching of C.R.S very well for such teacher would not be competent in that subject for it is not his area.

Lack of motivation and incentives for teachers of C.R.S 

Teachers working condition affect their ability to provide quality education. Teachers’ remuneration also matters for low remuneration may lead the teacher to take on another job, which hurts students learning. Effective teacher needs supportive working condition to maintain this positive attitude.

Students’ low interest to C.R.S Student’s low interest and attitudinal problem emanate from teachers presentational factors which affect the teaching of Christian religious studies in secondary schools.

Inadequate training of teachers: and re–training of teachers 

Teachers are the main determinants of the quality of any educational system. This is so for thus Ukeje (1979) opines the validity of any educational system naturally depends upon the quality of the teacher and the availability of competent teachers. One major strategy to improve teachers’ effectiveness in the classroom is the retraining of teachers. Ojo (2010) noted that the Universities, ministries of education, STAN, Science inspectors and other such bodies should collectively or individually organize regular in-service training for serving teachers. This training is to make them aware of new trends in their teaching area.

At this point, it is relevant also to state that many have examined the effect of teaching methods and use of instructional material and have reported that Christian religions studies teachers should incorporate and intensify the use of audio-diagram as part of the strategies used in the classrooms (Asogwa and Nwangwo 2010) it is on this note that the Researcher want to research of the factors that affects the teaching of Christian Religious studies in Secondary Schools in Igbo – Etiti L.G.A.

Statement of the Problem

The state of Christian Religious studies education was degenerated to a pitiable level with the resultant effect that students achievement in Junior Secondary School Certificate Examination is no longer something to write home about, the report from Enugu State Ministry of Education on Junior Secondary School Certificate Education (JSCE) (2007) supports this assertion. According to the report, the achievement of students in Christian Religious studies in comparison with the previous years, showed no significant improvement. This was because of the inability to understand what the question entails and their answers were sketchy.

However, the problems were attributed to the conventional methods of teaching like narrative method, lecture method and the like instead of multimediation approach to instruction. It is on this note that the problem of the study was posed as question thus:

What are the factors that affect the teaching and learning of Christian religious studies in Igbo Etiti L.G.A

Purpose of the study 

The general purpose of the study is to find out the factors that affect the teaching of Christian Religious studies in the secondary schools in Igbo Etiti Local government Area of Enugu State.

Specifically, this study aims at finding out:

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The extent to which poor method of teaching affect the teaching of Christian Religious studies in the Secondary Schools in Igbo Etiti Local Government Area.

The problem posed by the application of inappropriate instructional materials to the teaching of Christian Religious studies in Igbo Etiti L.G.A.

The extent at which lack of specialist teachers of Christian Religious studies affect the teaching of Christian Religious studies in Igbo – Etiti L.G.A of Enugu State.

The extent to which students’ low interest to Christian Religious studies on the part of the student hinders the teaching and learning of Christian Religious studies in Igbo-Etiti local government Area of Enugu State.

The problem brought about by lack of training and re-training of teachers to the teaching of Christian Religious studies in Secondary schools in Igbo – Etiti L.G.A.

The extent to which lack of motivation and incentives for teachers affect the teaching and learning of Christian Religious studies in Igbo – Etiti L.G.A of Enugu State.

Significance of the study

The researcher, having carried out the study hope that it will be of good value to the curriculum planners, principals of secondary schools, heads of departments in schools, and generally the society at large.

The will help the teachers of Christian Religious studies to understand their roles and choice of instructional materials which will assist the students to achieve the instructional objectives.

Scope of the studies

This study is specifically based on the factors that affect the teaching and learning of Christian religious studies in Igbo Etiti L.G.A of Enugu State.

Research Question 

The following questions were raised to address the problems of this research work.

To what extent does poor method of teaching affect the teaching of Christian Religious studies in Secondary Schools in Igbo Etiti L.G.A. 

To what extent does the application of instructional materials impede the teaching and learning of Christian Religious studies in 

To what extent does lack of specialist teacher of Christian Religious studies affect the teaching of Christian Religious studies 

Does students’ low interest in Christian Religious Studies hinder the teaching and learning of Christian Religious studies in Igbo – Etiti Local Government Area of Enugu State.

Does the inadequate training and re-training of teachers’ pose a problem to the teaching of Christian Religious studies in Igbo – Etiti Local Government Area of Enugu State.




















CHAPTER TWO 

LITERATURE REVIEW 

This chapter states clearly the related literature to the teaching and learning of CRS at secondary school level. These are done under the following headings:

Conceptual Framework

Concept of Religion 

Concept of Education 

Concept of Teaching 

Theoretical Framework 

Social learning Theory 

Behaviourist Theory 

Emotional Theory 

Empirical Studies 

Summary of the literature 


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