An investigation into the effect of religious education on students’ interpersonal relationships in Ilorin East LGA, Kwara State.
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- NGN 5000
Background of the Study:
Religious education has long been viewed as a fundamental element in shaping not only spiritual beliefs but also interpersonal relationships among students. In Ilorin East LGA, Kwara State, religious education forms an integral part of the curriculum, aiming to instill values such as respect, empathy, and cooperation. The central premise is that a well-rounded religious education provides students with moral frameworks that guide their interactions and foster harmonious relationships. Educators in this region believe that the ethical teachings derived from religious texts, when effectively communicated, can bridge cultural divides and mitigate conflicts. In an increasingly pluralistic society, where students come from diverse religious backgrounds, the role of religious education becomes even more significant. It offers a common ground for understanding and mutual respect (Olawale, 2023). However, while religious education is celebrated for its potential to enhance interpersonal relationships, its practical effects are not always clear-cut. Several factors influence its efficacy, including the quality of teaching, the level of teacher preparedness, and the prevailing socio-cultural context. In Ilorin East LGA, challenges such as limited instructional resources, varying interpretations of religious doctrines, and occasional sectarian tensions can impede the full realization of these benefits (Folarin, 2024). Moreover, the current educational framework often prioritizes academic performance over the development of social and interpersonal skills, leading to a superficial treatment of religious teachings. Emerging studies suggest that when religious education is delivered in an interactive and reflective manner, it significantly contributes to students’ emotional intelligence and conflict-resolution skills (Tijani, 2025). This study seeks to explore the extent to which religious education influences students’ interpersonal relationships, investigating the perceptions of teachers and students alike. It aims to identify best practices and potential gaps in the current approach to religious education, offering insights that could lead to more effective pedagogical strategies. By critically examining the nexus between religious teachings and social behavior, this research will contribute to a deeper understanding of how education can promote social harmony and empathy among young learners. In doing so, it will also consider the broader implications for curriculum development and teacher training programs within a context characterized by both religious diversity and social challenges.
Statement of the Problem:
Although religious education is intended to foster improved interpersonal relationships among students in Ilorin East LGA, Kwara State, there remains a significant gap between its theoretical benefits and practical outcomes. Teachers have reported that while the curriculum outlines noble ethical principles, the actual classroom delivery often falls short of instilling lasting interpersonal skills. Contributing factors include a lack of specialized training in interactive teaching methods, insufficient learning resources, and an overemphasis on rote memorization of religious texts. Such challenges have led to a scenario in which religious education is perceived as a static subject rather than a dynamic tool for social development (Babatunde, 2023). Furthermore, the diversity of religious beliefs among students sometimes results in varying interpretations of moral lessons, potentially leading to misunderstandings rather than harmonious relationships. Teachers also face time constraints and curriculum pressures that limit opportunities for meaningful discussion and experiential learning, which are crucial for developing interpersonal skills. The resultant superficial engagement with religious content undermines the potential of the subject to influence student behavior in a positive manner. This problem is further compounded by external social factors, including family dynamics and community influences, that may conflict with school-based religious teachings. The lack of standardized evaluation methods for interpersonal development further complicates efforts to measure the true impact of religious education. As a consequence, there is an urgent need to critically investigate how religious education is being implemented and to identify effective strategies for leveraging its potential to enhance interpersonal relationships among students. By addressing these issues, the study intends to contribute to a more holistic understanding of the role of religious education in promoting social cohesion and mutual respect in diverse school settings (Adewale, 2024).
Objectives of the Study:
• To examine the influence of religious education on students’ interpersonal relationships.
• To identify challenges that hinder effective delivery of religious education aimed at social development.
• To recommend pedagogical strategies for improving the impact of religious education on interpersonal skills.
Research Questions:
• In what ways does religious education affect students’ interpersonal relationships?
• What are the primary challenges faced by teachers in delivering effective religious education?
• How can teaching methods be improved to enhance the social impact of religious education?
Research Hypotheses:
• Interactive religious education positively influences the development of interpersonal skills.
• Teachers trained in innovative pedagogical methods report better outcomes in student social behavior.
• A supportive school environment is significantly associated with improved interpersonal relationships among students.
Significance of the Study:
This study is significant as it explores the critical role of religious education in shaping students’ interpersonal relationships in Ilorin East LGA, Kwara State. By identifying key challenges and proposing effective teaching strategies, the research will inform curriculum developers and educators about best practices for leveraging religious education as a means to foster social cohesion and empathy among diverse student populations (Ibrahim, 2024).
Scope and Limitations of the Study:
This study is confined to secondary schools in Ilorin East LGA, Kwara State, and focuses exclusively on the impact of religious education on students’ interpersonal relationships. It does not cover other aspects of religious studies or extend to other regions. Limitations include potential variations in teaching styles and cultural influences that may affect generalizability.
Definitions of Terms:
• Religious Education: The structured study of religious doctrines and ethical teachings.
• Interpersonal Relationships: The ways in which individuals interact and form social bonds.
• Pedagogical Methods: Teaching approaches and strategies used to facilitate learning.
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