PROBLEMS OF TEACHING CHRISTIAN RELIGIOUS STUDIES IN NIGERIAN SECONDARY SCHOOLS OF ABA SOUTH LGA

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The widespread moral decline and violent unrest in Nigeria point to weaknesses in the religious instruction given in secondary schools. Christian Religious Studies (CRS) is one of the religious subjects taught at this level, and it is meant to support students' moral and spiritual growth. The curriculum is included in schools to foster students' religious, spiritual and moral development, as well as to build their thinking skills and emotional maturity (Ojo, 2019). At the senior secondary level, its objectives include helping young people grow in their knowledge of and faith in God, develop Christian attitudes and values such as humility, respect, love and justice, and cultivate tolerance, reconciliation, peaceful coexistence and respect for human life.

Without effective religious education, the country risks conflict, religious crisis and social unrest, because religion shapes human conduct in social, political and economic life. CRS has been part of Nigerian schooling since the early missionary period, when it was valued for the moral values it passed on. After the government took over schools, the curriculum was reviewed. The subject changed from Bible Knowledge to CRS, and greater weight was given to science and technology. Scholars link this change to declining motivation, interest and enrolment in CRS (Njoku & Njoku, 2015). Its status as an elective at the senior secondary level may also discourage students from registering for it in external examinations such as WAEC and NECO.

Research on the challenges of implementing the CRS curriculum identifies several recurring problems. These include inadequate funding, too few trained CRS teachers, poor facilities, shortages of instructional materials, limited teacher development opportunities and a negative attitude among students (Njoku & Njoku, 2015). Studies of CRS teachers have also found that the use of varied teaching resources and discovery-based approaches is important for effective implementation (Oluoch-Suleh & Osuji, 2020). Learning difficulties among students further affect performance in the subject (Ojo, 2020).

Teachers sit at the centre of these concerns. Teaching CRS well takes competence in using instructional aids, assessing learners and managing lessons. The teacher also needs a clear grasp of the subject's educational aims. A teacher with sound religious formation, who lives out the values taught, is best placed to inspire students to practise what they learn. Teacher commitment is therefore crucial to curriculum implementation, and teacher disposition may be the most basic factor in whether CRS is taught effectively.

CRS is also valuable for the moral growth of students. A school system that produces strong scientists but pays little attention to moral formation leaves a spiritual gap. Some young people may later fill that gap with harmful pursuits such as cultism. These benefits cannot be realised unless teachers use methods that engage all of the students' senses.

1.2 Statement of the Problem

Like many other nations, Nigeria is experiencing moral decline linked to global change. The state of public morality raises the question of what part the many religious groups play in building a moral society. Moral problems among secondary school pupils also raise doubts about how well religious studies shape behaviour. The 1983 CRS curriculum review added moral values to the content in order to address pupils' conduct, yet this aim appears to be under threat.

Research on CRS implementation points to teacher-related and institutional challenges, including how the subject is taught (Njoku & Njoku, 2015; Oluoch-Suleh & Osuji, 2020). Against this background, the researcher investigates whether the right choice and effective use of teaching methods can improve learning outcomes in CRS.

1.3 Purpose of the Study

The study aims to:

1. Identify the challenges affecting effective teaching and implementation of the CRS curriculum in secondary schools.
2. Determine how effective use of teaching methods can help achieve CRS learning outcomes among secondary school students.

1.4 Research Questions

1. What challenges hinder the effective teaching and implementation of the CRS curriculum in secondary schools?
2. How can effective use of teaching methods help achieve CRS learning outcomes among secondary school students in Aba South LGA?

1.5 Significance of the Study

The findings should benefit students, teachers, religious instructors, curriculum planners, educational administrators, researchers and textbook authors.

Students: The study may deepen their understanding of CRS, spark interest through active classroom participation and improve their attitude toward the subject. It should also support their moral and attitudinal development. Better performance in internal and external examinations, achieved without malpractice, is a further expected benefit.

Teachers: They will learn about the meaning, use and difficulties of the role-play method and can adjust their teaching when needed. As the main implementers of the curriculum, they will see why effective methods matter. They can also observe students in role-play and spot individual difficulties.

Religious instructors and bodies: They will gain insight into how best to teach children Christian principles and practice, which supports peace, harmony and coexistence.

Curriculum planners: They will better understand the curriculum problems that limit effective methods such as role-play, especially in Aba South LGA.

Educational administrators: They will see how much a conducive environment matters, including classroom buildings, learning materials and libraries. They will also learn about the interaction between gender and role-play, so they can encourage change where needed.

Researchers and textbook authors: Researchers in CRS can use the study's concepts, theories and methods as reference material. Authors can update their knowledge of teaching techniques and share the findings in their books.

Society: Effective teaching of CRS can improve students' behaviour and so help reduce intolerance, hatred, violence, terrorism, militancy and related unrest.

1.6 Scope of the Study

The study covers co-educational senior secondary schools in Aba South LGA. Co-educational schools were chosen because the study considers gender and compares the achievement and interest of boys and girls. Four content areas are covered: God's protection, God's provision, Eli and Samuel's children, and the example of King Asa.

REFERENCES

Njoku, N. C., & Njoku, D. I. (2015). Challenges to effective implementation of Christian Religious Studies curriculum: A study of secondary school pupils in Ebonyi State of Nigeria. Journal of Education and Practice, 6(18), 176–181.

Ojo, O. D. (2019). Christian Religious Studies curriculum in secondary school: Its implication for spiritual and moral development. https://uilspace.unilorin.edu.ng/handle/20.500.12484/6492

Ojo, O. D. (2020). Assessment of learning difficulties in Christian Religious Studies among secondary school students in Akure South Local Government Area, Ondo State, Nigeria. International Journal of Educational Issues, 6(1). https://uilspace.unilorin.edu.ng/handle/20.500.12484/11293

Oluoch-Suleh, E., & Osuji, G. E. (2020). Implementation of Christian Religious Studies curriculum for students' character formation in public senior secondary schools in Owerri Municipal, Imo State, Nigeria. Journal of Advances in Education and Philosophy, 4(6). https://eprints.gouni.edu.ng/2894/