The Impact of Christ Religious Studies on the Moral Development of the Selected Senior Secondary School Student in Dekina Local Government Area, Kogi State
Chapter One
AIMS AND OBJECTIVES OF STUDY
The main aim of the study is to examine the impact of Christian religious studies (CRS) on the moral development of secondary school students in Nigeria. Other specific objectives of the study include:
- To examine the relationship between Christian religious studies (CRS) and the level of morality among secondary school students in the Dekina Local Government Area.
- To determine the effect of Christian religious studies on the behavioural pattern of secondary school students in Dekina Local Government Area.
- To investigate factors affecting the effective implementation and teaching of CRS in most schools in most Nigerian societies
- To determine the roles of the federal government in the teaching of CRS
- To investigate the effect of belief on the acceptance of Christian religious studies in most families in the Dekina Local Government Area
- To proffer a solution to the above-stated problems.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
This chapter gives an insight into various studies conducted by outstanding researchers, as well as explained terminologies with regards to the impact of Christian religious studies on the morals development of secondary school students.
The chapter also gives a resume of the history and present status of the problem delineated by a concise review of previous studies into closely related problems
CONCEPTUAL FRAME WORK
CONCEPT OF MORAL DEVELOPMENT
Moral development refers to the ways we distinguish right from wrong as we grow and mature. Very young children generally do not have the same level of moral development as adults.
Think about your behavior as a young child. How did you decide if something was right or wrong, or good or bad? Did you follow what your parents did? Did you copy the behavior of your friends? At one time or another, you probably did both. When were you able to decide for yourself what was right and what was wrong? Do you currently base your decisions on societal or cultural laws? For example, is it wrong to steal because the law says it is wrong? Do you ever feel that the morally correct decision conflicts with the law?
Let’s say that your mother is dying and needs a specific medicine to be cured. That medicine costs thousands of dollars that you and your mother do not have. Would it be okay to steal the medicine to save her life? These are the types of questions that Lawrence Kohlberg asked while studying moral development in human beings.
STAGES OF MORAL DEVELOPMENT
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Lawrence Kohlberg, building upon Jean Piaget’s cognitive theory of development, developed three levels with six stages to reflect our progression through moral development. These levels and stages describe how our ideas of right and wrong change as we grow. However, Kohlberg did admit that not all people progress through these changes at the same age due to differences in cognitive functioning. In fact, he stated that some people never reach full moral development
Pre-conventional Moral Development
The first level in Kohlberg’s theory is the pre-conventional level of moral development. This level of development has two stages and is based on punishments and rewards. In other words, people who are functioning at the pre-conventional level of development make decisions on right and wrong to earn rewards or avoid punishments.
Stage 1 is all about the rules. Moral decisions are based on either being good by following the rules or being bad by breaking them. For example, a child may think, ‘I don’t want to be spanked so I’m not going to hit my brother!’
Stage 2 is about self-reward. Moral decisions in this stage are based on getting a reward that is personally meaningful. For example, a child may think, ‘I want dessert, so I will eat all of my vegetables.
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter is designed to describe the procedures adopted in this research. The procedures involve the following: research design, population of the study, sample and sampling techniques, instrumentation, validation of the instrument, administration of the instrument and data analysis techniques.
Research Design
This study will be employ survey research design to evaluate the impact of Christian religious studies (CRS) on the moral Development of secondary school students in Nigeria. According to Nworgu (2006), survey research design insurance that a group of people or items is studied by collecting analyzing data from only a few people or items considered to be representative of the entire group. It uses a questionnaire to determine the opinions, preferences, attitudes and perceptions of people about issues that concern them. A survey design is suitable for this research because it is going to make use of a questionnaire to elicit information from the respondents.
Population of the Study
The population of the study consists of about 100 respondents from Dekina local government area of Kogi State were selected based on their knowledge on the impact of Christian religious studies (CRS) on the morals development of pupils.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
This chapter is devoted to the presentation, analysis and interpretation of the data gathered in the course of this study. The data are based on the number of copies of the questionnaire completed and returned by the respondents. The data are presented in tables and the analysis is done using t-Test. The chi-square test were used in the validation of the hypothesis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
The main aim of the study is to examine the impact of Christian religious studies (CRS) on the morals secondary school students in Nigeria. Other specific objectives of study include:
- To examine the relationship between Christian religious studies (CRS) and the level of morality among secondary school students in Dekina Local Government Area.
- To determine the effect of Christian religious studies on the behavioural pattern of secondary school students in Dekina Local Government Area.
- To investigate on factors affecting the effective implementation and teaching of CRS in most schools in most of the Nigerian societies
- To determine the roles of the federal government in the teaching of CRS
- To investigate on the effect of belief on the acceptance of Christian religious studies in most of families in Dekina Local Government Area
- To proffer solution to the above stated problems
SUMMARY OF FINDINGS
The study made the following findings based on the responses from the respondents that:
- there is significant relationship between Christian religious studies and the moral Development of secondary school students in Dekina Local Government Area
- Christian religious studies influences the morality level in most of the Nigerian societies
- parental rule has a role to play in the moral development of secondary school students in Dekina Local Government Area
- Christian religious studies as a subject help in the proper upbringing of pupils
- government involvement in the growth of the academic environment helps in the introduction of CRS in Dekina Local Government Area
CONCLUSION
in conclusion there is significant relationship between Christian religious studies and the moral Development of secondary school students in Dekina Local Government Area State since there is a statistically significantly (0.00) strong relationship (0.849) between the responses of the respondents that said that there is significant relationship between Christian religious studies and the moral Development of secondary school students in Dekina Local Government Area State and those that said that parental rule has a role to play in the moral of secondary school students Dekina Local Government Area State.
RECOMMENDATIONS
In line with the implication of the findings of the study, the following recommendations were made by the researcher:
- Students should be exposed to the use of role-play in learning of CRS in schools.
- Government agencies and professional bodies whose responsibility is to design and revise curriculum for secondary schools should incorporate and emphasize the use of role-play method in teaching of CRS in secondary schools.
- Teachers of CRS should endevour to note that gender does not account for students’ interest rather the method used by teachers in teaching a particular subject. Therefore they should often change their method of teaching in order to promote students’ interest in CRS and achievement in secondary schools in Nigeria.
REFERNCES
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- CECAC (1986). Moral Education for Junior Secondary Schools; Ibadan, Evens.
- Dembeck, M. and Wells-Moran, J.(2008).Values and Moral Clarification; Canada,www.mentalhelp.net/poc/view doc.phy.
- Falade, D.A. (2010). Cultural values and character training among the Yoruba of Nigeria. In Ogen, O (Ed) Culture and Education in Nigeria: Perspectives on Historical and Pedagogical Issues.Nigeria, Classy Prints.
- Falade, D.A. (2007). Development of a participatory civic education package for secondary school students in Ondo state, Nigeria. An unpublished Ph.D. Thesis.University of Ibadan.
- Iyamu, O.S. and Otote, C.O. (2003) Education and civic responsibility: can the schools Conpensate for the Nigeria socity? Nigerian Journal of Curriculum and Instruction, 11(1), 31-36.
- Jayeola-Omoyeni, M.S. (2000). Essentials of History of Education in Nigeria, Ile-Ife,Yemofatty Printing Ventures.
