Factors affecting students performance in Christian religious studies

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TABLE OF CONTENTS

Cover Page        –        –        –        –        –        –        –        –

Title Page  –        –        –        –        –        –        –        –        –

Certification        –        –        –        –        –        –        –        –

Dedication –        –        –        –        –        –        –        –        –

Acknowledgment         –        –        –        –        –        –        –        –

Abstract     –        –        –        –        –        –        –        –        –

Table of Content          –        –        –        –        –        –        –        –

Chapter One: Introduction

1.1    Background of the Study     –        –        –        –        –       

1.2    Statement of the Problem    –        –        –        –        –

1.3    Objectives of the Study        –        –        –        –        –        –

1.4    Research Questions   –        –        –        –        –        –

1.5    Research Hypotheses         –        –        –        –        –        –

1.6    Significance of the Study     –        –        –        –        –       

1.7    Scope of the Study     –        –        –        –        –        –       

1.8    Limitation of the Study          –        –        –        –        –        –       

1.9    Definition of Terms      –        –        –        –        –        –

Chapter Two: Review of Related Literature

2.1    Introduction         –        –        –        –        –        –        –       

Chapter Three: Research Methodology

3.1    Introduction         –        –        –        –        –        –        –       

3.1    Research Design        –        –        –        –        –        –        –

3.3    Area of the Study        –        –        –        –        –        –

3.4    Population of the Study        –        –        –        –        –

3.5    Sample Size and Sampling Techniques         –        –        –

3.6    Instrumentation  –        –        –        –        –        –        –

3.7    Validation of the Instrument –        –        –        –        –

3.8    Administration of the Instrument   –        –        –        –

3.9    Method of Data Analysis      –        –        –        –        –

Chapter Four: Presentation, Analysis and Interpretation of Data

4.1    Introduction         –        –        –        –        –        –        –

4.2    Presentation and Analysis of Data         –        –        –        –       

4.3    Testing of Hypotheses         –        –        –        –        –        –

4.4    Discussion of Findings         –        –        –        –        –        –

Chapter Five: Summary, Conclusion and Recommendations

5.1    Introduction         –        –        –        –        –        –        –       

5.2    Summary   –        –        –        –        –        –        –        –

5.3    Conclusion         –        –        –        –        –        –        –        –       

5.4    Recommendations      –        –        –        –        –        –       

          References                  –        –        –        –        –        –        –

          Appendix 1         –        –        –        –        –        –        –        –


Introduction

Background to study

One of the oldest curriculums in the world is Religious studies which is considered key in shaping the moral and spiritual life of learners. Given its crucial role, most developed countries have enlisted religion as a non examinable curriculum at secondary level. In Nigeria, the Christian Religious studies (CRE) curriculum is taught in all schools alongside Muslim and Hindu Religious studies that has been approved by the Ministry of Education (Education Act, CAP, 211).

Davis (1994) recognises religion as a factor that helps societies in developing cohesiveness. He attributes  this to the perception that religion secures social order by declaring the order sacred or having sacred origin. He further argues that this perception is strengthened by the belief that religion is founded on a “higher being” that gives meaning to life and direction on individual and social behaviour. In recognition of the important role that religion is perceived to play in social cohesion, some countries have included Religious studies (RE) as a subject in their school curriculum. Grimmit (1973) strongly advocated inclusion of Religious studies in school programmes by noting that failure to do so would likely lead to disaster.  According to Ashton (2008) Religious studies has been retained in the British curriculum because it is perceived to make an important contribution towards the well being of society in various aspects; social, moral, spiritual and cultural realms. He further argues that Religious studies encourages the young to search for truth, appreciate oneself, become aware of the implications of their action to others and develop both individual and corporate responsibility to the environment. Eshiwani (1993) supports this argument when he says that apart from the obvious contribution of Religious studies towards developing good citizens with good character and high moral standards, the subject prepares a person to take his place in society.

Statement of problem

Despite the availability of diverse avenues of learning Christian Religious studies to students of this subject, such as Young Christian Students, Christian Union, Christian Youth Crusades/rallies, Youth retreats, Pastoral programmes in schools and Christian Religious studies lessons, many students continued to perform poorly in CRS examinations in Lagos.  Factors that were responsible for the decline in standards of CRS had not been well understood or investigated empirically in this region.

It is against this background that this study sought to investigate the attitude of junior secondary school students towards  christian religious studies. In evaluating the attitude of junior secondary school students towards christian religious studies, students’ characteristics, (gender and age), institutional factors (category of school and teaching methodology) and parental background (parents’ level of education and occupation)   were investigated. The effects of students’ ethnicity on their  attitude were also investigated.

1.3 Purpose of the Study

The main purpose of this study was to investigate the Factors affecting students performance in Christian religious studies