AN EXAMINATION OF THE EFFECT OF CHRISTIAN RELIGIOUS STUDIES ON THE MORALS DEVELOPMENT OF PUPILS
1.1 Background Of Study
Contemporary Christian religion is largely recognized as one of the most important subjects in contemporary Nigeria. It is obvious that studying Christian religion is critical for the moral development of pupils in the majority of Nigerian society. According to Onyeka (2013), the subject was brought into the Nigerian educational system by European Missionaries as a way of converting Nigerians to the white man’s religion (Christianity).
Additionally, the introduction of CRS as an arts subject coincided with the introduction of other categories, including as scientific and technology subjects, when the federal government of Nigeria took control of the majority of Nigeria’s schools (Omeke, 2013). The introduction of CRS is supposed to aid in the moral teaching and development of Nigerian pupils. On the other hand, morality describes the desired pattern of behavior for society’s members. Certain activities are deemed objectionable (Tune, 2011). However, in the majority of nations, morals are not etched in stone or decreed from God above, but rather reflect local tastes. Different civilizations have varying notions of what is and is not acceptable. According to Dombeck and Wells-Moran (2008), stable cultures unanimously dislike just a handful of behaviors (usually including murder and various forms of abuse, including incest and adult-child sexual contact of any sort). Individuals, on the other hand, are not born with an understanding of their society’s morality. Rather than that, these perceptions evolve and mature through time.
Kohlberg (2009) asserts that neonates lack or have no moral sense since they are not born with an understanding of the nature of human interactions. When children reach primary school age, they enter the preconventional stage of moral understanding.
Additionally, pre-conventional children are fundamentally greedy. They do not consider which activities will assist the greater good, but rather what will profit them the most. They react largely to external stimuli and see morality as a question of adhering to rules in order to escape punishment. Children often reach the stage of conventional moral understanding as they mature into adulthood. Certain children may have developmental delays in this area and evolve into adults with the moral understanding of children; these individuals are referred to as sociopaths, narcissists, and antisocial personalities. The vast majority of people who attain a standard moral understanding begin to conceive in terms of responsibility, a duty to advance the greater good. In this sense, the study intends to assess the effect of Christian religious studies on learners’ moral growth, utilizing Ganye Local Government Area in Adamawa State as a case study.
1.2 Statement Of Problem
What prompted the study was the high level of immorality prevalent in the majority of Nigeria’s society, particularly in Adamawa State’s Ganye Local Government Area. One of the significant issues identified in this region is the high concentration of Muslims in the majority of Adamawa State’s areas. CRS lessons were provided in fewer locations in Adamawa this year than in prior years, and several Muslim pupils often left the class during CRS classes. The majority of pupils who were exposed to the influence of CRS on their moral development tend to forget the moral lessons of CRS as a consequence of their family background and beliefs. To bring society’s lack of morality under control, a critical component of an effective moral learning experience for schools and households must be produced (Ajere, 2006). Additionally, the government is regarded as having a responsibility to play in ensuring good CRS teaching in schools, homes, and other social events. According to Njoku (2012), the collapse in schoolchildren’s moral conduct is a result of instructors’ attitudes and the government’s lack of commitment to CRS education.
1.3 Objectives Of Study
The main aim of the study is to examine the impact of Christian religious studies (CRS) on the morals development of pupils. Other specific objectives of study include:
Determine whether christian religious studies have a positive effect on the behavioural pattern of primary school pupils in Adamawa State.
Ascertain whether christian religious studies (CRS) contributes in minimizing pupils interest in immorality in Adawama State.
Identify the constrains impeding the effective teaching of CRS in primary schools in Adamawa State.
1.4 Research Question
The study will be guided by the following questions;
- Does christian religious studies have a positive effect on the behavioural pattern of primary school pupils in Adamawa State?
- Does christian religious studies (CRS) contribute in minimizing pupils interest in immorality in Adawama State?
- What are the constrains impeding the effective teaching of CRS in primary schools in Adamawa State?
1.5 Significance Of The Study
The study on the impact of Christian religious studies (CRS) on the morals development of pupils will be of immense benefit to the entire Ganye Local Government Area of Adamawa State as it will discuss the roles the importance of CRS on the morals development of pupils in Ganye Local Government Area of Adamawa State. The study will also address the method that offers maximum advantage in attaining the learning outcomes as stated in the objectives of the subject. Since the affective and the cognitive aspects of the lessons are equally important, there is need to select appropriate methods that shall nurture the learner’s sense of wellbeing so that the desired habits, attitudes and skills will manifest in their ethical behaviour
1.6 Scope Of The Study
This study is structured to generally examine the impact of Christian religious studies (CRS) on the morals development of pupils. However, the study will further determine whether christian religious studies have a positive effect on the behavioural pattern of primary school pupils in Adamawa State, ascertain whether christian religious studies (CRS) contributes in minimizing pupils interest in immorality in Adawama State, and identify the constrains impeding the effective teaching of CRS in primary schools in Adamawa State.
This study will cover 4 selected primary schools in Ganye Local Government Area of Adamawa State.
1.7. Limitations Of The Study
In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents.
In addition, there was the element of researcher bias. Here, the researcher possessed some biases that may have been reflected in the way the data was collected, the type of people interviewed or sampled, and how the data gathered was interpreted thereafter. The potential for all this to influence the findings and conclusions could not be downplayed.
More so, the findings of this study are limited to the sample population in the study area, hence they may not be suitable for use in comparison to other schools, local governments, states, and other countries in the world.
1.8 Definition Of Terms
Christian Religious Studies (CRS): alternately known as the study of religion, is the multi-disciplinary academic field devoted to research into religious beliefs, behaviors, and institutions
Morals: a lesson that can be derived from a story or experience.
Morality: principles concerning the distinction between right and wrong or good and bad behaviour.