Full Project - RELEVANCE OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING OF CHRISTIAN RELIGIOUS STUDIES IN JUNIOR SECONDARY SCHOOLS

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Full Project – RELEVANCE OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING OF CHRISTIAN RELIGIOUS STUDIES IN JUNIOR SECONDARY SCHOOLS

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Abstract

This study was carried out to examine the relevance of instructional materials in teaching and learning of Christian religious studies in junior secondary Schools. Using badagry local government area as a case study. The purpose of the study was to establish factors that face the use of audiovisual resources for teaching Christian Religious Education (CRE) in badagry local government area in Nigeria. Based on the study, this study surveys the methods used by teachers in teaching CRE in the study area. The study adopted a survey research design. Random sampling was used to select both CRE teachers and students to participate in the study while stratified sampling was used to select the schools. The sample was drawn from secondary schools in badagry local government area. The sample size was made up of 250 respondents, comprising CRE students and CRE teachers. Data was collected using questionnaires and observation schedules. The findings showed that the CRE subject is mainly taught using verbal communication and the use of textbooks is common. Based on the findings of the study, some recommendations were made to solve the challenges in teaching and learning CRE in badagry local government area.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Teaching is one of the most relevance part of the process of education. Its special function is to impart knowledge, develop understanding and skill (Aggarwal, 1995). Teaching and learning are opposite sides of the same coin; a lesson is not learned until it has been taught. Teaching, therefore, should be thought of as a process that facilitates learning. Christian Religious Studies (CRS) is one of the major subjects missionaries bequeathed to Nigerian education system on the establishment of schools by the 19th century missionaries. The aim was to train people who will be of immense help to the colonial trinity goals (God/Christianity, government/colonization and Gold/commerce). In other to achieve the above, the major curriculum contents of their educational system were Bible knowledge, Arithmetic and English language for communication. To implement fully the contents, adequate attention was given to the understanding of the place of God in man’s life (Nsongo, 2001). During the missionary era, bible knowledge otherwise known as CRS was the core subject. Subsequently, after independence, government took over schools; there was a clarion call for review of curriculum in 1983. The call was as a result of criticisms leveled against colonial education, which some scholars viewed as being too arts oriented and as such lacked relevance to Nigeria upliftment, political emancipation and infrastructural development (Ocho, 2005). Ocho further explained that the situation led to the modification of the curriculum with greater emphasis on sciences and technological subjects.

For effective teaching to take place adequate considerations must be given to the teacher’s skill, the learners’ preparedness to learn, the teaching/learning environment, and the curriculum in addition to such external variables as government education policies, supervision/ monitoring exercise. These factors combine to give rise to effective teaching of any subject at whatever level of education.

Effectiveness of Christian Religious Knowledge (CRK) teaching becomes very important when one considers the indispensable position of the discipline in human socio-cultural, economic, spiritual and moral development. This feat is acknowledged by Federal Republic of Nigeria (2004) which placed Religious Studies as one of the core subjects in Group A at the Senior Secondary level. This is probably because Religion goes a long way to determining individual behaviour and aspiration, which in turn determines not only developmental strides of the society but also its internal harmony.

Christian perspective to Religious Studies does not deviate from the general functional roles of religion in the society, such as its efficacy in transcending personal and divisive forces in human society. Through shared symbols, values, norms and doctrines, religion, including Christian religion, provides a forum for people to unite to form integrated groups based on seemingly unfathomable mysteries of human existence.

Specifically, CRK teaching is believed to be capable of instilling in the Nigerian youth the required and desired knowledge, values, behaviours, attitudes and skills that would ensure their effective adaptation in an ever-changing multi-faith and multiethnic society, Nigeria, (Eluu, 2011). Obilom in Eluu (2011) equally holds that CRK curriculum is designed to teach not only the content of the holy book but also the moral lessons desirable therefrom.

Learning has to do with the application and integration of the knowledge acquired in a particular unit of instruction. Learning outcomes according to Obanya (2004) are statements that describe significant and essential learning which learners have acquired and can reliably demonstrate at the end of a course or program. The desired or expected learning outcomes of CRS study is on the attainment of ethical and moral behavior of school pupils, in other words, building up the moral character of an individual using example of Christian religion values rather than mere precepts. The main aim of including CRS into Nigerian education curriculum therefore is to advance Christian moral virtues in the lives of school pupils. Most often those desired outcomes do not manifest in some pupils’ behaviours judging from the rate of immorality observable in schools and the society at large.

According to Cronbac (2007), the use of instructional materials during teaching and learning process can appeal to the individual attention among students by creating interest. Indeed, instructional material provide concepts and attitudes to the student which improved his skills, ability to reason and make him/her informed about what is going on in the global village. Education has helped to bring the entire world into an entity through the information and knowledge education has helped us to achieve.

1.2 Statement of the Problem

Nigerian society today like other nations of the world is undergoing through some aspect of moral decadence or moral degradation associated with world-wide development. The moral status of the society has reached to the level one could ask what role multiple religious groups play in building up moral society. The moral ills identified among the secondary school pupils have raised questions on the efficacy of religious studies on shaping moral behavior. CRS curriculum review of 1983 included inculcation of moral values in the content in order to address challenges of moral behaviour among students, but the aim seems to be under siege.

Scholars like Njoku (2012) attributed the breakdown in moral behaviour of the school students to teachers’ attitude and government lack of commitment to the teaching of CRS as some that are committed do not handle the subject well, which has made it almost impossible for learners to attain the set goals. It is against this background that the researcher sought to find out if appropriate selection and effective use of teaching methods could enhance attainment of desired learning outcomes in the students’ lives.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to investigate the Relevance of instructional materials in teaching and learning of Christian religious studies in junior secondary Schools in Badagry Local Government Area. The specific objectives included;

To determine the degree of the use of instructional materials in teaching and learning of Christian religious studies in junior secondary schools in Badagry Local Government Area.
To find out the level of the use of instructional materials in teaching and learning of Christian religious studies in junior secondary schools in Badagry Local Government Area.
To examine whether the male and female differences affect the extent of use of the instructional materials in teaching and learning of Christian religious studies in junior secondary schools in Badagry Local Government Area.
To ascertain whether the difference in the education of the teachers affect the extent of the use of instructional materials in teaching and learning of Christian religious studies in junior secondary schools in Badagry Local Government Area.
To make useful recommendations based on the findings of this study.

1.4 Research Questions

The following research questions addressed and guide the study:

(i) To what extent do teachers make use of instructional materials in teaching and learning of Christian religious studies in junior secondary schools in Badagry Local Government Area?

(ii) To what extent does the use of instructional materials in teaching and learning of Christian religious studies in junior secondary schools in Badagry Local Government Area?

(iii) Do male and female differences of the teachers influence the extent of usage of the instructional materials in teaching and learning of Christian religious studies in junior secondary schools in Badagry Local Government Area?

(iv) Do differences in the qualifications of the teachers influence the extent of usage of instructional materials in teaching and learning of Christian religious studies in junior secondary schools in Badagry Local Government Area?

1.5 Research Hypotheses

This study was guided by the following null hypotheses which were tested at 0.05 level of significance.

H₀1: There is no significance difference in the mean scores of male and female teachers in the use of instructional materials in teaching and learning of Christian religious studies in junior secondary schools in Badagry Local Government Area.

H₁: There is a significance difference in the mean scores of male and female teachers in the use of instructional materials in teaching and learning of Christian religious studies in junior secondary schools in Badagry Local Government Area

H₀: There are no significant differences between the mean scores of trained and untrained Christian religious studies teachers in the use of the instructional materials in teaching and learning of Christian religious studies in junior secondary schools in Badagry Local Government Area.

H₂: There are a significant differences between the mean scores of trained and untrained Christian religious studies teachers in the use of the instructional materials in teaching and learning of Christian religious studies in junior secondary schools in Badagry Local Government Area

1.6 Significance of the Study

It is hoped that this study will inspire teachers and inspectors of the State and Federal Ministries of Education to improve their competence and performance by adopting instructional materials to suit their proper use in the classroom. This will improve the teaching and learning of Christian religious studies in particular and other subjects in general. This study also will help educational planners to lay more emphasis on teachers’ use of the instructional materials when drawing up an Christian religious studies curriculum. The Federal Ministry of Education and State Education Commission, when recommending text books for Christian religious studies, should ensure that text books should contain CD ROMS, films and tape recorded work of the same text books and that teachers should be made to have and use materials such materials should be available for the teachers’ use in the classrooms. Finally, this study shows that each of the students has absolute control of his potentials and as such is capable of developing his potentials and attain high academic excellence commensurate with those potentials through the use of audio – visual ads.

1.7 Scope of the Study

This study was carried out in all the secondary schools in Badagry Local Government Area of Lagos State. The study investigated the relevance of instructional materials in teaching and learning of Christian religious studies in junior secondary schools Badagry Local Government Area.

1.8 Limitation of the Study

There is no study undertaken by a researcher that is perfect. The imperfection of any research is always due to some factors negatively affecting a researcher in the course of carrying out research. Therefore, time constraint has shown no mercy to the research. The limited time has to be shared among many alternative uses, which includes reading, attending lectures and writing of this research, also distance and its attendant costs of travelling to obtain information which may enhance the writing of this study was a major limitation.

1.9 Definition of Terms

Relevance: this is the degree to which something is related or useful to what is happening or being talked about

Instructional materials: Instructional Materials, also known as Teaching/Learning Materials (TLM), are any collection of materials including animate and inanimate objects and human and non-human resources that a teacher may use in teaching and learning situations to help achieve desired learning objectives

Teaching: Teaching is an instruction or delivering a particular skill or subject or something that someone tells you to do. For Teaching in this case may refer to showing or explaining to a student how to do something.

Learning: Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. … Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences.

CRS: This is an acronym for Christian Religious studies, also known as the study of religion, is an academic field devoted to research into religious beliefs, behaviors, and institutions.

Secondary school: A secondary school describes an institution that provides secondary education and also usually includes the building where this takes place. … Secondary schools follow on from primary schools and prepare for vocational or tertiary education. Attendance is usually compulsory for students until age 16.

Students: A student is a person who goes to school and is learning something. Students can be children, teenagers, or adults who are going to school, but it may also be other people who are learning, such as in college or university. A younger student is often called a pupil.

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Full Project – RELEVANCE OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING OF CHRISTIAN RELIGIOUS STUDIES IN JUNIOR SECONDARY SCHOOLS

Click here to Get this Complete Project Chapter 1-5

Full Project – RELEVANCE OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING OF CHRISTIAN RELIGIOUS STUDIES IN JUNIOR SECONDARY SCHOOLS

Full Project – RELEVANCE OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING OF CHRISTIAN RELIGIOUS STUDIES IN JUNIOR SECONDARY SCHOOLS

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