The impact of religious education on students' perceptions of wealth and materialism in Lafia LGA, Nasarawa State
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Background of the Study
In an era marked by rapid economic development and consumerism, perceptions of wealth and materialism are increasingly influencing social behavior, particularly among young people. In Lafia LGA, Nasarawa State, religious education is being leveraged as a means to shape students’ attitudes towards wealth and material possessions. By embedding ethical teachings that emphasize modesty, generosity, and spiritual fulfillment over material accumulation, the curriculum aims to counteract the pervasive culture of consumerism (Adeleke, 2023). Religious instruction in local schools incorporates lessons drawn from sacred texts and traditions that critique the pursuit of wealth for its own sake, urging students to consider the moral and social responsibilities associated with wealth (Olanrewaju, 2024). This educational approach is intended to foster a balanced perspective where wealth is viewed as a tool for social good rather than an end in itself. The curriculum further employs discussion forums, role plays, and community projects to reinforce the idea that true prosperity is measured by one’s ethical behavior and contributions to society rather than material accumulation (Adeleke, 2023).
The socio-economic landscape of Lafia LGA presents both opportunities and challenges for such an educational initiative. On one hand, exposure to modern consumer culture can lead to an overemphasis on material success; on the other hand, a well-designed religious education program can serve as a counterbalance by promoting values that prioritize community welfare and spiritual growth. Educators in Lafia LGA have noted that students who internalize these religious values tend to exhibit lower levels of materialistic tendencies and a greater inclination toward altruistic behavior (Olanrewaju, 2024). However, despite these positive indications, the extent to which religious education can effectively reshape perceptions of wealth remains under-explored. Societal influences, media portrayals of success, and peer pressure continue to exert significant pressure on young minds, often challenging the ethical teachings delivered in the classroom (Uche, 2025). This study seeks to investigate the impact of religious education on students’ perceptions of wealth and materialism, providing insights into how educational interventions can moderate the allure of consumerism and promote a more balanced, ethically informed perspective. By employing a mixed-methods approach, the research will capture both quantitative data on student attitudes and qualitative insights into the lived experiences of students navigating the intersection of traditional values and modern consumer culture (Uche, 2025).
Statement of the Problem
Despite ongoing efforts to incorporate ethical perspectives into religious education in Lafia LGA, Nasarawa State, there remains considerable uncertainty regarding its impact on students’ perceptions of wealth and materialism. While the curriculum is designed to emphasize values such as generosity, modesty, and social responsibility, evidence suggests that many students still exhibit materialistic attitudes influenced by modern consumer culture. Factors such as pervasive media advertising, peer influence, and socio-economic pressures appear to counteract the intended ethical teachings, leading to a disconnect between curriculum objectives and student behavior (Olanrewaju, 2024). Teachers have reported difficulties in engaging students on issues related to wealth, noting that the allure of material success often overshadows discussions of ethical values. Moreover, variations in the delivery of religious education across schools may result in inconsistent internalization of anti-materialistic values (Adeleke, 2023). Consequently, there is a pressing need to evaluate whether the current religious education framework is effective in moderating students’ materialistic tendencies. This study intends to address this gap by examining the relationship between religious education and students’ perceptions of wealth. It will explore the extent to which ethical teachings are integrated into classroom practices and how these teachings influence students’ value systems. The research will also investigate the external pressures that may undermine the impact of religious instruction on materialism, ultimately aiming to provide recommendations for improving curriculum design and instructional strategies. The findings will be crucial for policymakers and educators seeking to foster a more balanced and ethically informed perspective on wealth among young learners (Uche, 2025).
Objectives of the Study:
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To assess the impact of religious education on students’ perceptions of wealth and materialism.
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To evaluate the effectiveness of curriculum delivery in promoting anti-materialistic values.
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To recommend strategies for integrating ethical perspectives on wealth into religious education.
Research Questions:
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How does religious education influence students’ perceptions of wealth and materialism in Lafia LGA?
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What are the challenges in conveying anti-materialistic values through religious instruction?
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Which strategies can enhance the effectiveness of religious education in moderating materialistic attitudes?
Research Hypotheses:
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Religious education significantly influences students’ perceptions of wealth, reducing materialistic tendencies.
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Effective curriculum delivery enhances the internalization of ethical values regarding wealth.
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External cultural pressures moderate the impact of religious education on materialism.
Significance of the Study
This study is significant as it examines how religious education can serve as a counterbalance to the prevailing culture of consumerism by reshaping students’ perceptions of wealth. The research findings will offer important insights for curriculum developers, educators, and policymakers on integrating ethical perspectives into educational programs. By identifying the strengths and limitations of current approaches, the study aims to promote a more balanced and socially responsible understanding of wealth, thereby contributing to long-term ethical development among students (Olanrewaju, 2024).
Scope and Limitations of the Study:
This study is limited to examining the impact of religious education on students’ perceptions of wealth and materialism in selected primary schools in Lafia LGA, Nasarawa State. It does not extend to other regions or educational levels. Variability in media influence and socio-economic backgrounds are acknowledged as limitations.
Definitions of Terms:
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Religious Education: Instruction that imparts spiritual and ethical values based on religious teachings.
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Wealth: Accumulated resources or material possessions, often associated with success.
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Materialism: A value system that places high importance on the acquisition of material goods.
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