THE EFFECT OF RELIGIOUS STUDIES ON THE MORAL BEHAVIOUR OF STUDENTS IN SOME SELECTED SECONDARY SCHOOL IN YEWA SOUTH LOCAL GOVERNMENT OGUN STATE
ABSTRACT
This study attempts to find out the effect of religion on the moral behaviour of secondary school students in Yewa South Local Government Area of Ogun state. A total of five schools in the local government area were used for the study. Questionnaires were administered to 100 students (50 males and 50 females) who were used for the study. The following research questions were posed to guide the study, using simple percentage for the data analysis. Does a Religious Study have any effect on the moral behaviour of students in secondary schools? Does the students’ choice of Religious Studies depend on their interest in the subject? To what extent does the teacher’s approach to the teaching of Religious Knowledge influence students’ interest and mastery of the subjects? Does the student choice of Religion Studies have any effect on the societies and communities? Religious Studies have positive influence on the moral behaviour of students. Students’ interest in the subject has no influence on their choice of religious studies. Teacher’s approach to teaching of Religious Studies has no influence in the student’s mastery of the subject. A religious study has any effect on the societies and communities. On the basis of the above findings, it was concluded that although religious studies has positive influence on the moral life of secondary school students, many of these students offer the subject not because of their personal interest in the subject but because the subject is not difficult to pass in external examination.
TABLE OF CONTENT
Pages
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of contents iv
Chapter One: Introduction
- Background of the study 1
- Statement of the problem 9
- Purpose of study 10
- Scope and Limitation of the study 11
- Hypothesis 11
- Significance of study 12
- Research Question 12
- Definition of terms 13
Chapter Two: Review of Related Literature
2.1 Theoretical frame work 16
2.2 Empirical Study 24
2.3 Appraisal of Review Literature 32
Chapter Three: Research Methodology
3.1 Research Design 34
3.2 Target Population 34
3.3 The sample and Sampling Technique 35
3.4 Research Instrument 36
3.5 Validity and Reliability of Research Instrument 37
3.6 Administration of Research Instrument 37
3.7 Scoring of Research Instrument 38
3.8 Method of Data Analysis 38
3.9 Problem Encountered 38
Chapter Four:
4.1 Data Analysis and Discussion of Findings 39
Chapter Five: Summary, Conclusion and Recommendation
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendations 53
5.4 Implication of Future Research 54
Bibliography 55
Appendix 58
CHAPTER ONE
1.0 Introduction
1.1 Background of the study
Before the advent of Christianity and Islam, African Traditional Society had different ways of teaching and maintaining morals. According to Fafunwa, the child learns by imitation, observation and participation. The foundation of moral action was based on social theories such as the good of the community and the well being of the people.
African morality is based on obedience to a powerful authority. Fear of punishment dominates motives. A child who refuses to obey the moral teachings of the parents and the elders is thoroughly beaten and neglected. There is a high rate of moral decadence in the country today. Many educationists are of the opinion that through the study of religion or deep religious awareness sanity can be restored to our country Nigeria.
The introduction of formal education by the church resulted in the introduction of Christian Religions Studies and moral education of the into the school curriculum. It became difficult to separate moral education from religious education, but religion often provides the motivational and inspiring basis for morality. Early in Nigeria’s educational history, the church was in control of education as schools were mostly owned by the mission. Such a control involved strict moral and religious discipline among teachers as well as the students.
Following the government involvement in the education of the people, thing started falling apart. The moral standards started to deteriorate.
Mccerron (1987) quotes a statement made by Enahoro on a similar issue which stated that, “Nigeria, is a secular state in the sense that we do not have a state religion, we also do not have a state ideology. I ask myself then, upon what shall we base our public morality; can there infact be a so called secular morality not founded on religion and ideology or not based on any recognizable ethics. How can we ensure common observance of law or moral codes?”
This can be approached through religious and moral instructions in school. Religious studies are agent of socialization through which its teaching can help greatly in correcting and alleviate the ills of the society. The absence of such approach presents a perennial problem to the Nigerian society.
1.2 Religion and Moral Instruction
Moral deal with the question of what is right and good and what is wrong and evil in human conduct. People have a deep sense of right and wrong. In the course of the years, this moral sense has produced customs, rules, law, traditions and taboos which are observed in each society. It is embedded in these systems of behaviour and conduct.
It is believed by many African societies that their morals were given to them by God from the every the very beginning. This provides an unchallenged authority for the morals. It is also believed or thought that some of the departed and the spirits keep watch over people to make sure that they observe the moral laws and are punished when they break, them. This additional belief strengthens the authority of the morals.
Morals deal with human conduct. This conduct has two dimensions. There is personal conduct which has to do specifically with the life of the individual. The other one is the social conduct which deals with the conduct of the individual within the group, community or nation.
Morals keep society from disintegration. It brings a sense of inner peace to the one who observes it and life of turbulence for the who go against the accepted code of conduct within the society.
At home, it is expected that children will learn to tell the truth, to help other people, to be honest, generous, considerate, handwork, friendly with one another etc. These are fundamental moral duties which religious instruction can help to grow and develop in children.
1.3 Good and Evil Behaviour
Furthermore, there are many things held to be morally wrong and evil such as robbery, murder, rape, telling lies, stealing, being druel, saying bad words, showing disrespect, practicing sorcery or witchcraft, interfering with public rights, backbiting, being lazy or greedy or selfish, breaking promises and so on. All these and many other are moral vices in the eyes of the community whoever do otherwise is considered to be bad or evil person.
On the other hand, there are many things that are held to be morally right such as kindness, politeness, showing respect, being truthfully and honest, being reliable, being hospitable being considerate, helping others e.t.c.
Professor Iwe (1998) quoted Lord Lugard who said “There must be moral instruction in every grade of school” He went further to explain that purely secular morals are concerned with the value of truthfulness, courage, fair play, justice, self control, respect for seniors and those placed in authority.
Traditionally, moral instruction is not taken lightly. The development of a child who is both morally and culturally rich is always emphasized by the elders. They are taught to respect elders, offer seats where necessary. Communicate politely, maintain the rules and regulations of the existing order.
Abominable acts like stealing, abuses and other forms of indiscipline are condemned seriously. Any attempts by any individual or group to violate those norms are met with great resistance.
An emphasis on moral values of a particular society is enforced; there is a very high degree of morality and community consciousness. Cases of indiscipline are severely punished.
Reasons for the Teaching of Religious Instruction in Schools
The aim of teachers in teaching religious instruction in schools should not be only teaching Religious Education as a subject for examination or as a subject to be taught at a particular time or hour of the day. Rather, the aim should be to positively impact total moral standard that win be useful for the individual and society at large. Teachers should see to the growth and development of the spiritual and moral atmosphere of the school.
Ethics of a nation means the ideal of that nation. Teachers should consider the ethnic of the school. Therefore, teachers should inculcate in the student by percepts the quality of truth, honesty, purity, self- control, obedience, loyalty, reverences, perseverance, sympathy, friendship, unselfishness, self-sacrifice, courtesy, patience, gratitude, humility, consideration for others, the dignity of labour, kindness to man and animals.
In the light of the above, teachers are to teach religious instructions in order to give children the right ideas about God, by teaching them some lessons from Holy Scriptures together with some simple doctrines about their faith.
The students’ hearts should be filled with desire to be good and by wise guidance, friendly supervision of their daily conduct and personal example to help them to carry out that desire.
Man is the only religious animal that is aware of a super natural being. It is the aim of the teacher therefore to develop this spiritual aspect of God.
Religious instruction should not be “just another subject” on the time table, but the central and inspiring principle of the whole life of the school.
In Religious Knowledge, certain African beliefs and customs which has some religious significance should be treated with respect and used as basis for teaching the higher and noble ideas about religion for example, the traditional naming ceremony the life there after, the yam festival and harvest.
There should be a link between church and school calendars so that seasonal teaching may be given for example stories of Christmas and Easter festivals.
Morning Devotional should be conducted with sincerity and reverence, in order to make practical what is been taught and the whole school should reverently take part. If religion is to have good effect on life, there should be agreement between profession of faith and practice of faith. In studying the bible, it is desirable to work from, the Old Testament to the New Testament
In order to see that religious faith is a gradual unfolding of God’s purpose, not only for Israel but also for the whole world from Genesis to Revelation. The role and function of the school relevant to religious education were observed by Lambert Kelabora.
In summing up what a school system should do with respect to religious education in Indonesia, Lambert Kelabora suggested the following:
The school may sponsor the study of religion, but may not sponsor the practice of religion. The school may expose students to all religious view, but may not impose any particular view. The school’s approach to religion is one of instruction, not one of indoctrination. The school’s approach to religion is academic not devotional. The school should seek to inform the students about various beliefs but should not seek to conform him to say belief.
1.2 Statement of the problem
One of the problems of the present day secondary school student is the deteriorating moral standard. The moral delinquency of the youth has been of great concern to the people generally.
Generally observation of school students in many schools in Yewa South Local Government Area shows that the moral behavioral of students who have religious knowledge as one of their subject is generally disappointing many of the students behave as if they had never entered a religious studies class or had never had any religious lesson.
Observation also shows that these students especially those in the senior classes are not showing good examples to their junior ones and others who do not offer the subject.
These in the opinion of the writer constitute a problem of evaluation of ethical values associated with religious instruction. It is this aspect of the problem inherent in our schools and society that motivated the researcher to initiate a study on the effect of moral behaviour of secondary school students.
1.3 Purpose of the study
The purpose of this study is to examine ways and means of ensuring that religion instructions make positive impact on the lives of students. This is aimed at ensuring that religious instruction is properly applied as an instrument of moral information in schools.
When this is achieved, the nation can be sure of producing the quality of leaders needed for a better tomorrow. This means that the interest of the students towards religious studies shall be examined as well as teachers approach to the teaching of the subject. The views of parents on the significance of the study would be sought with a view of soliciting their children in the study of religion in schools.
This is due to the sensitive native of religion and the far reaching impact on the lives of the students and the society at large.
1.4 Scope and Limitation of the study
The study is confined to Yewa South Local Government area of Ogun State, the area of study is restricted to Yewa South Local Government Area because of limited time and financial handicap that made it difficult to extend the study to cover other local government in Ogun State.
1.5 Hypothesis
- There is no significant difference between religion studies and moral behaviour of secondary school students?
- There is no significant difference between religion studies students interest in the Religious Studies?
- There is no significant difference between teacher’s approach to the teaching of religious knowledge influence students’ interest and mastery of the subject?
- There is no significant difference between the student choice of religious studies and its effect on the society.
1.6 Significance of the study
The society at large would be made aware of the positive effect which Christian religious knowledge can have on the lives of the young citizens. The discovery of this study will also be of great help to both teachers and the school administrations to identify the solution needed for the root causes of moral decadence in their domain. Because of this, it might be good to encourage giving increasing recognition to this subject.
The ministry of education should monitor text books that are being written so that the bible to life approach is followed. It will provide a useful insight for both teachers already in the field s well as those in training who will eventually go out to teach Christian religious studies.
Lastly, to see the implication of having received the instruction on the behaviour of the students to the society as a whole and the changed it has made in their lives.
1.7 Research Questions
The research proposes to answer the following questions and others that may come up in the course of the study.
- Does religious study have any effect or influence on the moral behaviour of students in secondary school?
- Does the student’s choice of religious studies depend on their interest in the subject?
- To what extend does the teacher’s approach to the teaching of religious knowledge influence student’s interest and mastery of the subject?
- Does the students choice of religious studies has any effect on the societies and communities?
1.8 Definition of Terms
Some of the important terms in this research study will be defined for clarity sake. They are as follows:
Religion: Religion means different things to different people, it depends on how one looks at it and made.
Emile Durkheim the great French sociologist sees religion as a social phenomenon a unifying factors that brings the society together. Simply because it has morality as its foundation Karl Mark, a great German thinker also sees religion from a social angle, he describes it as the opinion of the people. No society can do away with religion because it permeates into every part of all human activities.
Moral Behaviour: This is a behaviour to which the terms right, wrong, good or bad can be legitimately applied.
Qualified Religious Studies: An instructor in religious studies, who has successfully undergone a degree course in education and specialized in Religious Studies as his primary teaching subject. He or she must be a single honors graduate teacher in Religious Studies or a holder of the Nigerian certificate in Education (N.C.E) in education and religious studies. He or she may be a Grade I Teacher who has qualified in religious studies with associate ship diploma certificate in Education.
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