An investigation into the perceptions of parents on the importance of religious education in primary schools in Kano Municipal LGA, Kano State
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Background of the study
Religious education plays a pivotal role in shaping the moral and ethical framework of young learners, and its impact is not only confined to the classroom but also resonates within the family structure. In Kano Municipal LGA, Kano State, parents’ perceptions of religious education have become a subject of considerable interest, as many believe that early exposure to religious values can fortify character and instill lifelong principles of integrity and discipline. Over the years, primary schools in Kano have integrated religious instruction into their curricula, reflecting the community’s deep-rooted traditions and the societal expectation that education should foster both academic and moral excellence (Hassan, 2023). Parents often view religious education as a cornerstone in the developmental process of their children, believing that the teachings provide guidance on distinguishing right from wrong and navigating ethical dilemmas in daily life (Umar, 2024). Moreover, contemporary studies have highlighted that parental support for religious education correlates with improved behavioral outcomes in children, including enhanced respect for authority and a stronger commitment to honesty (Suleiman, 2023). This growing interest is further amplified by the cultural dynamics of Kano, where religion permeates various aspects of community life and education is seen as a pathway to both personal and societal improvement. Recent educational reforms have underscored the importance of a holistic approach that blends academic rigor with moral instruction, a perspective that many parents in Kano strongly endorse (Bello, 2024). Nonetheless, the increasing secular influences and the rapid pace of modernization have raised questions about the consistency and relevance of traditional religious teachings in contemporary educational settings. Parents are increasingly concerned about whether religious education adequately prepares children to face modern challenges while preserving traditional values. Furthermore, variations in the quality of religious instruction across different schools have led to mixed parental perceptions, with some expressing satisfaction and others calling for curricular reforms (Ahmad, 2023). Against this backdrop, it becomes imperative to systematically investigate parental perceptions to understand their expectations, concerns, and recommendations regarding religious education. By examining these views, the study seeks to offer a comprehensive assessment of the role that religious education plays in primary schools, thereby contributing to the ongoing dialogue on curriculum development and educational policy in Kano Municipal LGA (Nasir, 2024).
Statement of the problem
Despite the long-standing tradition of integrating religious education in primary schools in Kano Municipal LGA, there remains considerable uncertainty among parents regarding its effectiveness in meeting modern educational needs. A significant number of parents have voiced concerns that, while religious education is intended to instill core moral values, there exists a disconnect between the traditional pedagogical approaches and the expectations of a rapidly changing societal landscape (Yusuf, 2023). Many parents feel that the content and delivery methods are outdated and do not fully engage students in critical thinking or moral reasoning required in today’s global context. This concern is compounded by discrepancies in the implementation of religious curricula across various schools, leading to an inconsistent educational experience that may fail to instill a uniform set of values (Garba, 2024). Moreover, parental apprehensions about the perceived rigidity of religious instruction have raised questions about its role in fostering open-mindedness and adaptability among young learners (Musa, 2023). The problem is further deepened by the lack of structured feedback mechanisms that allow parents to participate in the evaluation of religious education. Such a gap means that parental insights, which could potentially guide curriculum improvements and pedagogical innovations, are often overlooked. In essence, there is a pressing need to investigate how parents perceive the importance and relevance of religious education in primary schools, especially in relation to its effectiveness in promoting moral development and preparing children for future challenges. Addressing this gap will not only help reconcile traditional values with modern educational demands but also empower parents to contribute constructively to curricular reforms (Ibrahim, 2024).
Objectives of the study
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To examine parental perceptions regarding the importance of religious education in primary schools.
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To identify the strengths and weaknesses of current religious curricula as perceived by parents.
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To propose recommendations for enhancing religious education based on parental feedback.
Research questions
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What are parents’ perceptions of the importance of religious education in primary schools in Kano Municipal LGA?
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How do parents evaluate the effectiveness of the current religious curriculum?
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What improvements do parents suggest for religious education in the primary school setting?
Research Hypotheses
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Parents who value religious education are more likely to support curricular reforms.
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There is a significant difference in parental satisfaction based on the quality of religious instruction.
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Parental involvement in curriculum evaluation positively correlates with improved educational outcomes.
Significance of the study
This study is significant as it explores parental perceptions regarding religious education, providing vital insights for educators and policy makers in Kano Municipal LGA. By assessing parental views, the research contributes to refining curricula to better meet community expectations and modern educational demands. The findings may lead to improved pedagogical strategies that balance tradition with contemporary needs, ultimately fostering an environment where students develop strong moral and academic foundations. These insights are crucial for ongoing curriculum development and educational reforms in primary schools (Hassan, 2024).
Scope and limitations of the study
This study is limited to the topic only. It exclusively investigates parents’ perceptions of the importance of religious education in primary schools within Kano Municipal LGA, Kano State, and does not consider perspectives from secondary schools or other regions.
Definitions of terms
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Religious Education: Instruction aimed at imparting the beliefs, values, and practices of a specific religious tradition.
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Parental Perception: The opinions and attitudes held by parents regarding the role and effectiveness of educational programs.
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Primary Schools: Educational institutions providing the first stage of formal education for children.
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