FACTORS HINDERING THE EFFECTIVE TEACHING OF CHRISTIAN RELIGIOUS STUDIES (C.R.S) IN POST SECONDARY INSTITUTIONS
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- NGN 5000
Background of the Study
The Christian Religious Education has emerged as a subject of prime importance in Nigerian schools. Its value in the school curriculum is unique among other subjects. The teaching of Christian Religious Knowledge in Primary schools in Nigeria can be dated back to the first half of the nineteenth-century when the Christian missionaries established the first school in Badagry in 1842. This form of education spread to the North in the early 19th century and CRK was taught in the schools. At the early period, proprietors of schools were the Christian missionaries (Methodist, Church Missionary Society (CMS), and Roman Catholic who considered CRK as an important subject to be taught in schools. Since then, Christian Religious education has occupied a prominent position in Nigerian school curriculum till date. The view was asserted by Onovughe 2008. In recognition of the value attached to the subject the subject was not only offered in the primary school alone but also in all levels of institution in Nigeria. Religious training and moral instruction was considered as fundamental to the development of sound education. The essence of teaching Christian religious education includes academic, moral; civil and spiritual objectives. In Christian religious education it is obvious that pupils are taught the way of life. Thus the teaching of the subject instils discipline and obedience in the products. The study of CRK will enable pupils to learn the tenets of the faith and to live a life that is that is pleasing to God. CRK therefore is aimed at producing (training) persons who will be fit or equipped for religious and social responsibility. Thus the focus of CRK curriculum among other things is for pupil’s moral training and academic pursuance. From the above observations, it is understood that Christian Religious Education is not only a subject to learn, but also a way of life, but what is not clear, is whether the teaching of this subject has made any meaningful impact on the students who learn it and on the Nigerian society as a whole. Moreover it can be seen that there is little relationship between what is learned in C.R.K classes and the C.R.K. graduates’ lives at home, as now one hears of so much evil, indiscipline and moral decadence in Nigerian society. C. M. 2000 lament on the Moral decadence in our institution as a result of religious Education. A look at Christian religious examination as if the Objective in the subject are of shows that these objectives are not achieved. Parents are misguided with the belief that any teacher can teach CRK, the authority concerned does not bother to recruit qualified CRK teachers. The pupils too were misguided with the assumption that CRK is simple to pass since they are Christians and can read Bible. This has adverse effect on Religious in Nigeria. This is mostly the practice in Primary and Secondary. This is why pupils will be non chalet. The goal of teaching CRK as a subject in our schools is to develop the morals of the individuals and the society as a whole. In other words, the aim of teaching CRK in Nigerian schools is to develop the pupil’s character and moral training which will enable them to have sound attitude. In Nigerian society, many parents and educationists have aired their views on the respect for moral decadence of their Children. This has made some parents to doubt the credibility of CRK in the Primary school’s curriculum as an agent of moral-upbringing. It is in the light of this, that the author attempts to find what could have been the problems of implementing the curriculum.
Statement of the problem
The importance of CRS in the present social, political and religious crisis in Nigeria cannot be over emphasized. Nevertheless, the trend of of lack of efficient and qualified teachers for the teaching of CRS over the years seems to be on the increase. It may be due to lack of interest , or lack of motivation of teachers in post secondary schools in Benue State.however, there are several factors responsible for hindering the effective teaching of CRS which are but not limited to, lack of motivation, lack of passion for the subject, lack of unqualified lecturers, political influence etc. It is against this background that factors hindering the effective teaching of christian religious studies (c.r.s) in post secondary institutions will be studied
Objective of the study
The primary objective of the study is as follows
- To find out if CRS department in post secondary institution have qualified personnel to teach the subject
- To examine if CRS department have the required instructional material to teach the subject
- to investigate some of the factors hindering the effective teaching of CRS in post secondary institutions in Benue State
- To find out how to improve on the factors that affect teaching of CRS
Research Questions
The following questions have been prepared for the study
- Does the CRS department in post secondary institution have qualified personnel to teach the subject?
- Does the CRS department have the required instructional material to teach the subject?
- Are there factors hindering the effective teaching of CRS in post secondary institutions in Benue State?
- Can there be improvement in the teaching of CRS in post secondary schools in Benue?
Significance of the study
The significance of this study cannot be underestimated as:
- This study will examine factors hindering the effective teaching of christian religious studies (c.r.s) in post secondary institutions
- The findings of this research work will undoubtedly provide the much needed information to government organizations, ministry of education and academia
Scope of the study
This study will examine factors hindering the effective teaching of christian religious studies (c.r.s) in post secondary institutions. Also,To find out if CRS department in post secondary institution have qualified personnel to teach the subject and if CRS department have the required instructional material to teach the subject
Limitation of the study
Just like any other research, this study was constrained by a number of factors which are ranging from unavailability of needed accurate materials on the topic under study, inability to get data
Financial constraint , was faced by the researcher ,in getting relevant materials and in printing and collation of questionnaires
Time factor: time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher
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