STRATEGIES TO ENHANCE TEACHING AND LEARNING OF CHRISTIAN RELIGIOUS STUDIES IN SENIOR SECONDARY SCHOOLS. (A CASE STUDY OF OJO LOCAL GOVERNMENT)
The study attempt to access the Strategies that enhance teaching and learning of Christian Religious studies in Senior secondary schools. However, the researcher adopted a descriptive method survey, and formulated four different hypotheses for the purpose of the study. The sample used for the study are one hundred students randomly selected from four secondary schools from two public and two private Senior Secondary Schools. The instruments used for data collection is a questionnaire. Based on the findings, Two of the hypotheses were rejected while two were accepted and recommendations were made as well as the implication of the study and suggestions for the further studies were clearly stated.
Contents
DEDICATION.. iii
ACKNOWLEDGEMENT.. iv
ABSTRACT. vi
TABLE OF CONTENT.. vii
CHAPTER ONE.. 1
INTRODUCTION.. 1
1.2 Statement of the Problems. 7
1.3 Purpose of Study. 8
1.4 Research Questions. 9
1.5 Research Hypotheses. 9
1.6 Significance of the Study. 9
1.7 Scope and Delimitation of Study. 11
1.8 Definition of Terms. 11
CHAPTER TWO.. 13
LITERATURE REVEW… 13
2.1 Conceptual Framework. 14
2.1.1 Concept of Christian Religious Studies. 14
2.2 Concept of Role-Play Method. 20
2.3 Concept of Interest 27
2.4 Concept of Achievement 30
2.5 Gender and Achievement 34
2.2 Theoretical Framework. 37
2.2.1 Theory of Constructivism.. 37
2.2.2 Theory of Multiple Intelligences. 38
2.3 Review of Empirical Studies. 40
2.3.1 Teacher’s instructional styles/strategy and student’s achievement in Christian Religious Studies 40
2.3.3 Interest and Students’ Achievement in C.R.S in School 46
2.4 Summary. 47
CHAPTER THREE.. 50
RESEARCH METHODOLOGY.. 50
3.1 Research Design. 50
3.2 Population. 51
3.3 Sample/Sampling Techniques. 51
3.4 Research Administration of Instrument 51
3.5 Research Instrument 52
3.6 Reliability of Research Instrument 52
3.7 Validation of Research Instrument 52
3.8 Method of Data Collection. 53
3.9 Method of Data Analysis. 53
CHAPTER FOUR.. 54
DATA REPRESENTATION, ANALYSIS AND INTERPRETATION.. 54
4.1 Data Analysis. 54
4.2 Testing the Hypotheses. 56
4.3 Discussion of Findings. 60
4.4 Summary of Findings. 64
CHAPTER FIVE
5.2 Conclusion. 67
5.3 Recommendations. 68
5.4 Suggestions for Further Studies. 69
REFERENCES. 70
QUESTIONNAIRE.. 81
1.1 Background of the Study
Teaching is an important part of the process of education. Its special function is to impact knowledge, develop understanding and skill (Aggarwal, 1995). Teaching and learning are learned until it has been taught. Teaching, therefore, should be thought of as a process that facilitates learning.
The high level of moral decadence and insurgencies in Nigerian nation is an indication that there is poor religious teaching in secondary school system. Christian religious studies (C.R.S) as one of the religious subjects taught in secondary school in Nigerian takes a central position in ensuring moral and spiritual well being of individuals in the society. The aim as to train people who will be of immense help to the colonial trinity goals (God/Christianity, government/colonization and Gold/commerce). In order to achieve the above, the major curriculum contexts of their educational systems were Bible knowledge, Arithmetic and English language for communication n. to implement fully this contexts, 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 C.R.S was the core subject.
Subsequently, after independence, government took over schools; there was clarion call for review of curriculum in 1983. The call was as a result of criticisms levelled 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 furthered explain that the curriculum with greater emphasis on sciences and technological subjects
Without effective religious studies Nigerian nation will likely to end up in conflict, religious crisis, insurgencies and social unrest among other things. This is because religious control human actions in both social, political, economical and otherwise (Eluu, 2009). The teaching of C.R.S dates back to the 19th century with the pioneers of Nigerian education (Banjo, 2003). During the missionary administration because of the moral values it teaches the people. Following the government takeover of schools, Nigerian, secondary school curriculum was reviewed and more emphasis was placed on the studies of science and technological subjects. This shift affected the study and interest of students in C.R.S in school system leading to poor enrollment in C.R.S. Gbenda (2004) stresses that student’s enrollment and interest in C.R.S could as well be as of result of inadequate provision of teaching aids, fewer professional teachers and lack of incentives among other things. Njoku (2009) equally adduced that poor enrollment ofstudent in C.R.S could be attributed to teacher’s instructional delivery system and teachers’ personality. C.R.S is taught in all the senior secondary schools in Nigerian as an elective subject. The elective nature of the subject in senior secondary schools in Nigeria equally reduced the number of students that register for the subject in West African examination council (WAEC) and national examination council (NECO) as well as other internal examination. C.R.S is a subject that bases its teaching on the life and teaching of Jesus Christ (Ugwu, 2001) as a teaching subject, it is not only geared towards converting people to Christianity, but is necessary for value formation, orientation and reorientation of value system as well as spiritual upliftment of the student. Ali and Akubue in Njoku (2009) observed that, C.R.S is a subject which aims at developing and fostering in the lives of the students Christian attitudes and values such as respect to life, obedience to constitutional authority, responsible self, selfless series to God and humanity. To them, C.R.S is seen as an academic discipline that is designed to provide the leaner with moral and spiritual transformation. This shows that C.R.S is the study of Christian lifestyles such as love, caring, patience, faith, forgiveness and hope in God as well as good relationship among men. Obanya in Njoku (2004) maintained that C.R.S like every other subjects has five features. These features are; a set of rational theoretical formulation, inherent capacity for growth, applicable solution to human problems, organized Body of the knowledge and a degree of uniformity with other area of academic activities. In the context of this study, C.R.S is defined as a social science subject that teaches students good moral behaviour, fearing of God, knowledge and skills that will make them to contribute their quota in socio-economic and moral development in senior secondary schools. The inclusion of sound religions and moral values in the life of students invariably could help in the development of spiritual and moral sound being of the students. These important values attached to the study of C.R.S in schools cannot be achieved if teachers do not utilized effective teaching method that appeals to all the senses of students in leaning situations.
Organizing for effective teaching of Christian Religious studies is centered on certain factors such as “what to teach”, “when to teach” and “how to teach”. The teacher does not only teach the most relevant, meaningful and useful materials for specific students, he must also recognized and adopted a good and well-researched method of teaching that guarantees better understanding and also stimulates and motivate students’ achievement (Abdukamid, 2010).
Academic achievement is the degree or level of success attained at the end of an academic endeavour (Omebe, 2005). The yardstick for measuring one’s level of academic achievement is by assessing the academic performance of the individual through test and observation. He further explained that academic achievement has three dimensions such as high, average and low academic achievement. Academic achievement helps in proper evaluation of students and identification of their strength and weakness. However, in the context of this study, academic achievement is the relative change in behaviour of students as a result of effective teaching and learning of C.R.S in secondary schools.
The issue of high or low academic achievement of secondary school students in C.R.S has been attributed to some factors such as the school environment, peer influence, the family dynamics, etc (Ekeh and Njoku, 2013). But, of all these factors, the researcher feels that role-play method of teaching play key role in relation to students’ academic achievement in C.R.S. Role-play method is a dramatic and innovative training technique which helps students to develop both cognitive and affective components of perception and helps in knowing how people behave and why people behave in different ways (Charturvedi, 2009). Oberle (2004) maintained that role-playing activities introduce students to “real world” situations. He added that feelings as well as avenue for expressing personal and sometimes unpopular attitudes and opinions. This indicates that role-playing is highly motivating as the majority of students enjoys these types of activities and become more inspired learners. Morris (2003) found that the role-playing helped the students engage in activities at multiple times and places which help them to retain information in their brain always.
In role-playing, the teacher first of all gives students roles to play in a classroom and he directs them on what to do. At the end of students’ participation, he/she summarizes the activities in order for students to understand it clearly. In the context of this study, role play method could be referred to activities engaged by teachers and students in the classroom in order to enhance desirable change in behaviour of learner and maximize their interest and academic achievement in C.R.S in secondary schools. The trend of school achievement among secondary school students’ in recent times has not been encouraging. It is in recognition that statistics from the West African Examination Council WAEC Chief Examiners reports in (2005) reveals that, the number of candidates that entered for C.R.S, for instance has been encouraging over the years while their percentage pass at credit level in the senior school certificate examination (SSCE) has been following a downward trend. In the year 2002, 2003, 2004, for instance, only 48.7%, 49.2%, 39.9% and 47.3% passed C.R.S at credit level respectively. Currently, the numbers of candidates that enroll in C.R.S have reduced as a result of shift in emphasis to science subjects and entrepreneurship education.
According to WAEC Chief Examiners’ reports in 2012 and 2013, there is low performance of students in C.R.S in WASCE, 62.03% failed while 37.9% passed. The number that failed is greater than the number that passed. The continuous poor achievement of secondary school students in C.R.S over the decades could be attributed to poor methods of teaching. Thus employing good method of teaching like role-play could improve students’ interest and achievement in C.R.S in senior secondary school.
The importance of C.R.S in the present social, political and religious crisis in Nigeria cannot be over emphasized. Nevertheless, the trend of poor academic achievement among students’ over the years seems to be on the increase. It may be due to teachers’ use of lecture method of teaching which has been the prevalent mode of lesson presentation in secondary schools in Nigeria This method is teacher-centered and does not inspire and motivate students’ interest towards the learning of the subject in senior secondary schools. The students may end up therefore having low interest which could lead to poor achievement in C.R.S in schools. There appears, to be no available empirical study on the effect of role play method on students’ academic achievement and interest in C.R.S in Senior Secondary Schools in Ojo local government. Area. Lagos state.
Therefore, the problem of this study posed as questions are “what are the effects of role play method on students’ academic achievement and interest in Ojo local government Education Area. Lagos state.
The general purpose of this study is to determine the effect of role-play method on the student interest and academic achievement in Christian Religious Studies. In senior secondary school.
Specifically, the study was designed to:
- Determine the effect of role-play method on student interest in C.R.S.
- Determine the effect of role-play method on students’ academic achievement in R.S.
- Determine the influence of gender on students achievement in C.R.S.
- Determine the effect of role play method and gender on the students `s achievement in C.R.S
- What are the performance of students taught C.R.S using role play methods and those taught using lection method?
- What are the interest of students taught using role play method and those taught using lecture method?
- what are the performance of male and female students in C.R.S?
- what are the interest of male and female students in C.R.S?
Ho1 There will be no significant in the performance of students taught C.R.S using role play methods and those taught using lection method.
Ho2 There is no significant difference in the interest of students taught using role play method and those taught using lecture method
Ho3 There is no significant difference in the performance of male and female students in C.R.S
Ho4 There is no significant difference in the interest of male and female students in C.R.S
The study would be beneficial to students, teachers, religious instructors, curriculum planners, educational administrators, researchers and textbook authors.
To students, the study would help to improve their understanding of C.R.S and thus adjust properly in the society through active participation in the classroom leaning which stimulate their interest and change the negative perceptions they already have in learning C.R.S and this invariably help them to develop the affective domain of knowledge in secondary schools. They would equally perform better in internal and external examinations without depending on examination malpractice which have been the problem in the educational sectors. This is because the student stands a chance of becoming masters on their own through involvement in different roles in the classroom. The findings of the study would help teachers to have an insight into the meaning, application and problems of using role play method of teaching and thus change their method when the need arises for proper students’ achievement and interest in C.R.S in secondary schools. The relevance of effective method in the implementation of Christian religious studies in secondary school would be made known to teachers as they are the chief implementer of planned curriculum of schools. This could be done by teachers observing the
students performing their roles and equally identifies the individual’s problem in using the method in the teaching and learning of C.R.S in secondary schools
1.7 Scope and Delimitation of Study
This study looked into the strategies that enhance teaching and learning of C.R.S in senior secondary schools.
The researcher is able to choose this topic “Strategies to Enhance Teaching and Learning of C.R.S in Senior Secondary Schools.” for the study. Insufficient time and financial constrains also limits the study. The study is based on available information that is within the reach of the researcher at the time of writing this project.
Strategies: A plan of action intended to accomplish a specific goal.
Teaching: This is a triad activities involving a teacher; the learner and the learning task all working cooperatively together to produce learning.
Learning: Knowledge gotten from reading and studying.
Achievement: A thing that somebody has done successfully, especially using their own effort and skill.
Method: ways of doing something in a spectacular.
Role-Play: this method involves a play and also given variety of approach like children’s play, dramatization and games
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