The effect of religious education on students' perceptions of marriage and family values in Minna LGA, Niger State.
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Background of the Study
Religious education plays an integral role in shaping the values and beliefs that govern personal relationships, particularly regarding marriage and family values. In Minna LGA, Niger State, secondary schools have incorporated religious teachings that emphasize the sanctity of marriage, the roles of family members, and the ethical responsibilities inherent in familial relationships. The underlying premise is that religious doctrines provide a moral framework that can influence how young individuals perceive and engage in marriage and family life (Adebayo, 2023). Over time, religious education has evolved from traditional didactic methods to more interactive and contextualized approaches that discuss contemporary challenges and expectations in marital and family settings. Such educational reforms are particularly relevant in a rapidly changing socio-cultural landscape, where the influences of globalization and modern lifestyles frequently clash with conventional family values.
Teachers employ a variety of pedagogical strategies to convey these values, ranging from scriptural interpretations to discussions of modern family dynamics. The diversity in teaching methods has generated mixed outcomes; while some students embrace traditional views of marriage and family, others are exposed to progressive interpretations that accommodate evolving social norms (Chinwe, 2024). Despite these innovations, there remains a critical need to evaluate whether religious education is achieving its intended outcomes in promoting a balanced understanding of marriage and family values. The interplay between religious instruction and societal expectations is complex, as students are simultaneously influenced by external media, peer interactions, and community practices. This study seeks to investigate how religious education in secondary schools of Minna LGA affects students’ perceptions of marriage and family values, identifying the factors that contribute to both the reinforcement and the evolution of these perceptions. Such insights are essential for developing curriculum strategies that address contemporary challenges while preserving core traditional values (Adebayo, 2023; Chinwe, 2024).
Statement of the Problem
The persistent challenge in Minna LGA is the apparent dissonance between the traditional marriage and family values promoted by religious education and the modern practices embraced by youth. Despite the structured inclusion of religious teachings in the curriculum, many students exhibit conflicting views that do not fully align with the ethical and moral standards expected by religious doctrines. This discrepancy is largely attributed to a reliance on conventional pedagogical approaches that fail to adequately address the complexities of modern marital and familial relationships. Teachers often present religious values in a manner that is disconnected from the practical realities of students’ lives, resulting in an incomplete assimilation of the intended principles (Chinwe, 2024). Furthermore, the rapid social changes driven by globalization and urbanization have introduced alternative perspectives that challenge the traditional views of marriage and family. This clash of ideologies creates an environment of confusion, where students are unsure about the appropriate roles and expectations within a family structure. Additionally, there is a notable lack of empirical research on the specific impact of religious education on shaping perceptions of marriage and family values in this region, leaving educators without clear guidelines for curriculum improvement. Addressing these challenges is critical to ensuring that religious education remains relevant and effective in guiding youth towards balanced and informed views on marriage and family life (Adebayo, 2023; Chinwe, 2024).
Objectives of the Study
1. To investigate the influence of religious education on students’ perceptions of marriage and family values.
2. To evaluate the effectiveness of current teaching methods in conveying traditional and modern family values.
3. To suggest curriculum improvements that bridge traditional teachings with contemporary family dynamics.
Research Questions
1. How does religious education influence students’ views on marriage and family values?
2. What teaching methods are most effective in conveying balanced family values?
3. What factors contribute to discrepancies between traditional and modern family value perceptions?
Research Hypotheses
1. Religious education significantly shapes students’ perceptions of marriage and family values.
2. Interactive and contextual teaching methods enhance the assimilation of traditional family values.
3. External socio-cultural influences diminish the effectiveness of religious education on family values.
Significance of the Study
This study is significant as it explores the role of religious education in shaping perceptions of marriage and family values among secondary school students in Minna LGA. The findings will assist educators and policymakers in refining curricular approaches to reconcile traditional values with modern societal expectations. Ultimately, the research aims to promote more cohesive family structures and ethical practices in marital relationships, contributing to social stability and cultural continuity (Chinwe, 2024).
Scope and Limitations of the Study
The study is limited to secondary schools in Minna LGA and focuses exclusively on the impact of religious education on students’ perceptions of marriage and family values. It does not consider influences from non-religious subjects or community practices outside school.
Definitions of Terms
1. Marriage: A legally and socially sanctioned union between individuals.
2. Family Values: Core beliefs regarding the roles, responsibilities, and ethical obligations within a family unit.
3. Religious Education: The process of learning about religious doctrines, moral principles, and ethical standards.
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