AN EXAMINATION OF THE EFFECTS OF CHRISTIAN RELIGIOUS STUDIES ON THE MORALS DEVELOPMENT OF PUPILS
CHAPTER ONE
INTRODUCTION
1.1 Background Of Study
Contemporary Christian religion is widely regarded as one of the most important topics in modern Nigeria. It is obvious that learning about Christian religion is important for the moral development of students in the majority of Nigerian society. According to Onyeka (2013), European Missionaries introduced the subject into the Nigerian educational system in order to convert Nigerians to the white man’s religion (Christianity).
Furthermore, when the federal government of Nigeria took control of the majority of Nigeria’s schools, the introduction of CRS as an arts subject coincided with the introduction of other categories, including scientific and technological subjects (Omeke, 2013). The implementation of CRS is intended to aid in the moral education and development of Nigerian students. Morality, on the other hand
Describes the desired pattern of behavior for members of society. Certain activities are deemed unacceptable (Tune, 2011). Morals, on the other hand, are not etched in stone or decreed from on high in the majority of nations, but rather reflect local tastes. Different civilizations have different ideas about what is and is not acceptable. According to Dombeck and Wells-Moran (2008), only a few behaviors are universally disliked in stable cultures (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 a sense of morality in their society. Rather, these perceptions evolve and mature over time.
According to Kohlberg (2009), neonates lack or have no moral sense because they are not born with one.
understanding of the nature of human interactions. Children enter the preconventional stage of moral understanding when they reach primary school age.
Furthermore, non-traditional children are fundamentally greedy. They are not concerned with which activities will benefit the greater good, but rather with what will benefit them the most. They are primarily reactive to external stimuli and see morality as a matter of following rules in order to avoid punishment. As they grow into adulthood, children frequently reach the stage of conventional moral understanding. Certain children may have developmental delays in this area and grow into adults with child-like moral understanding; these people are known as sociopaths, narcissists, and antisocial personalities. The vast majority of people who achieve a basic moral understanding start to conceive.
In terms of accountability, there is a duty to advance the greater good. In this regard, the study aims to assess the impact of Christian religious studies on learners’ moral development, using Ganye Local Government Area in Adamawa State as a case study.
1.2 Problem Statement
The high level of immorality prevalent in the majority of Nigerian society, particularly in Adamawa State’s Ganye Local Government Area, prompted the study. The high concentration of Muslims in the majority of Adamawa State’s areas is one of the significant issues identified in this region. This year, CRS lessons were provided in fewer locations in Adamawa than in previous years, and several Muslim students frequently left the classroom during CRS classes. The vast majority of students who were exposed
As a result of their family background and beliefs, people who have been influenced by CRS on their moral development tend to forget the moral lessons of CRS. To address society’s moral deficiency, a critical component of an effective moral learning experience for schools and households must be created (Ajere, 2006). Furthermore, the government is seen as having a role to play in ensuring good CRS teaching in schools, homes, and other social settings. According to Njoku (2012), the decline in moral conduct among schoolchildren is the result of instructors’ attitudes and the government’s lack of commitment to CRS education.
1.3 Study Objectives
The study’s primary goal is to investigate the impact of Christian religious studies (CRS) on the moral development of children.
pupils. Other specific study objectives include:
Determine whether Christian religious studies have a positive effect on the behavioral patterns of Adamawa State primary school students.
Determine whether Christian religious studies (CRS) help to reduce students’ interest in immorality in Adawama State.
Identify the constraints impeding effective CRS teaching in Adamawa State primary schools.
1.4 Research Issue
The following questions will guide the research:
1. Do Christian religious studies have a positive impact on the behavior of primary school students in Adamawa State?
2. Does Christian Religious Studies (CRS) help to reduce students’ interest in immorality in Adawama State?
3. What are the constraints to effective CRS teaching in primary schools in Adamawa State?
1.5 Importance
The study on the impact of Christian religious studies (CRS) on pupil moral development will be extremely beneficial to the entire Ganye Local Government Area of Adamawa State because it will discuss the roles and importance of CRS on pupil moral development in Ganye Local Government Area of Adamawa State. The study will also address the method that provides the greatest advantage in achieving the learning outcomes stated in the subject objectives. Because the affective and cognitive aspects of the lessons are equally important, appropriate methods must be chosen to nurture the learner’s sense of wellbeing so that the desired habits, attitudes, and skills manifest in their ethical behavior.
1.6 Purpose Of The Study
This study is designed to investigate the impact of Christian religious studies (CRS) on the moral development of students. The study will, however, determine whether Christian Religious Studies (CRS) have a positive effect on the behavioral pattern of primary school pupils in Adamawa State, ascertain whether CRS contributes to reducing pupils’ interest in immorality in Adawama State, and identify the constraints impeding the effective teaching of CRS in Adamawa State primary schools.
This study will focus on four primary schools in Adamawa State’s Ganye Local Government Area.
1.7. The Study’s Limitations
The researcher encountered some constraints while conducting this study, including time constraints, financial constraints, language barriers, and the respondents’ attitudes.
There was also the issue of researcher bias. In this case, the researcher had 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 subsequently interpreted. The possibility of all of this influencing the findings and conclusions cannot be overstated.
Furthermore, because the findings of this study are limited to the sample population in the study area, they may not be applicable to other schools, local governments, states, or countries around the world.
1.8 Terms Definition
Christian Religious Studies (CRS), also known as the study of religion, is a multidisciplinary academic field devoted to the investigation of religious beliefs, behaviors, and institutions.
Morals: a lesson learned from a story or experience.
Moral principles concern the distinction between what is right and wrong, or what is good and bad behavior.
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