CHAPTER ONE
INTRODUCTION
Background to the study
There is a high level of moral decadence in the Nigerian nation which calls for serious attention. Christian Religious Studies (CRS) as one of the religious subjects taught in secondary schools in Nigeria takes a central position in ensuring moral and spiritual wellbeing of individuals in the society (Isukpa, 2014). If there is no effective religious studies, the Nigerian nation will likely experience violence, conflicts, greed, corruption, insurgencies and social unrest, among other things. This is because religion controls human actions in both social, political, economic and otherwise (Eluu, 2009). The teaching of Christian Religious Studies dates back to the 19th century with the pioneers of Nigerian education (Banjo, 2003). During the missionary administration of schools, Christian Religious Studies was given a priority in the school curriculum because of the moral values it teaches the people. Following the government takeover of schools, the Nigerian secondary school curriculum was reviewed and more emphasis was placed on the studies of science and technological subjects which invariably affected the growth of the discipline (Njoku, 2009). This shift affected the study and interest of students in Christian Religious Studies in the school system leading to poor enrollment in CRS.
Religion cannot be separated from education. That is the reason why religious education is included in the National Curriculum of Education right from the primary to the tertiary level of education. Despite the importance of Christian Religious Knowledge to the individual and nation in inculcating moral values and behavioral changes, it is worthy to note that the attitude of students in the subject is diminishing and becoming very poor. Poor attitude of students towards Christian Religious Studies revealed in their poor attitude of students in the subject has generated a growing concern from various quarters, parents, teachers, schools and government. Religion plays a vital role in curbing moral decadence in the society. It is also a builder and molder of character and morality in individuals. Despite its importance, much attention is no longer paid to it at the secondary school level while students have demonstrated negative attitudes towards the subject. This has gone a long way in hindering these students from studying Christian Religious Studies as a discipline in higher institutions of learning. Gbenda (2004) stresses that students’ enrollment and interest in Christian Religious Studies could as well be as a result of inadequate provision of teaching aids, fewer professional teachers and lack of incentives among other things.
Christian Religious Studies is taught in all the senior secondary schools in Nigeria 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 examinations. The relative importance of Christian Religious Studies to educational excellence and moral development cannot be overemphasized. There is a need for positive interest and approach on the part of the students particularly in studying it as a discipline in tertiary institutions of learning as against their negative attitude. This negative attitude of students concerning the subject raises a future concern. This research critically examines the attitudes of students in secondary schools towards studying Christian Religious Studies in tertiary institutions of learning.
Statement of the Problem
Christian Religious Studies is an important subject that builds character and morality in individuals. This subject is usually offered at the secondary school level though it is not made compulsory for all students. The number of students writing the subject at the Senior Secondary level is few compared to those who offered the science-based subjects. More so, the nonchalant attitude towards the subject among the students is alarming. Enthusiasm for the subject and motivation is not encouraging enough while some students do not see the usefulness of the subject at all. It is in the light of these, that the researcher seeks to investigate the attitudes of secondary school students towards studying Christian Religious Studies as a discipline in tertiary institutions of learning.
Purpose of the Study
The purpose of this research is to:
- Ascertain interest of students in the subject has a relationship with the attitude of students towards studying CRS in tertiary institutions’
- Establish if there is a relationship between teaching methods of teachers and students’ attitude towards studying CRS in tertiary institutions; and to
- Determine if parental influence has a relationship with students’ attitude towards studying
CRS in tertiary institutions.
Research Questions
The following research questions was put forward to guide the study:
- What is the relationship between students’ interest and their attitudes towards studying
CRS in higher institutions?
- What is the relationship between teaching methods and students’ attitudes towards studying CRS in tertiary institutions?
- Is there any relationship between parental influence and students’ attitude to studying CRS In tertiary institutions?
Significance of the Study
The study would be beneficial to students, teachers, curriculum planners, educational administrators and the larger society. To students, this study will help them to have a better understanding of the subject, the necessity of the subject in the society and the need to make a choice of it as a career discipline in tertiary institutions of learning. The findings from the study will help teachers to motivate and encourage students to study CRS at the tertiary level of education while the teachers will improve on their methodology of teaching CRS as a means of arousing the students’ interest in CRS. The findings will be of immense benefit to curriculum planners as it will help them in reviewing the status of the subject and possibly making CRS a compulsory subject for senior secondary school students because of its importance in the society.
The findings would be of help to educational administrators as it will assist them in creating a conducive environment for studying CRS in our secondary schools through the use of effective teaching and learning processes and provision of adequate and relevant instructional materials for learning CRS. The larger society would in turn benefit from this study because if the secondary school students are motivated to study CRS as a discipline in tertiary institutions, the results will be positive change in behavior, tolerance, love for one another, selflessness, moral uprightness and the likes which will invariably leads to reduction in crime rates, violence, insurgencies, indecency, corruption, intolerance, terrorism, killings and so on.
Scope of the Study
This research study is limited to the attitudes of secondary school students towards studying CRS in ———— Local Government Area of —— State. This research will cover seven randomly selected secondary schools in Ibadan South-West Local Government Area of Oyo State.
Definition of Terms
Attitude: A feeling or emotion towards a fact or state. It is also a disposition or state of one’s mind. In this case, it is students’ feeling or disposition towards studying CRS as a discipline in tertiary institutions.
Students: A person who studies or learns about a particular subject. It can also be a person who is formally enrolled at a school, a College, or University, or another educational institution.
Studying: Application of the mental faculties in the acquisition of knowledge
Christian Religious Studies (CRS): This is an art subject that teaches students good moral behavior, fear of God, knowledge and skills that will make them contribute their quota in socio-economic and moral development in senior secondary schools.
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