1.1 Introduction
Christian Religious Studies (CRS) is defined as the systematic study of Christian beliefs, practices, teachings, and values, with the primary aim of shaping individuals' character and guiding moral conduct (Akinola, 2018). It is a subject integrated into the Nigerian school curriculum to provide pupils with ethical instruction, spiritual guidance, and a framework for distinguishing right from wrong in their daily lives (Okeke, 2020). CRS is intended not only to foster knowledge of Christian doctrines but also to encourage the application of moral principles such as honesty, respect, compassion, and responsibility in real-life situations. Moral development refers to the process through which individuals acquire values, norms, and behaviors that are deemed acceptable in society (Eze, 2019). Schools are therefore seen as essential environments for nurturing moral behavior, and subjects like CRS are considered vital tools for promoting ethical awareness and character formation among pupils.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of the Study
Christian Religious Studies (CRS) in Nigeria has its roots in the early missionary education introduced during the colonial period. According to Nwankwo (2017), Christian missionaries established schools in various parts of Nigeria with the primary aim of imparting both academic knowledge and Christian moral values to pupils. These early schools integrated religious teachings into the daily lives of pupils, emphasizing discipline, honesty, respect, and responsibility. Missionaries believed that the moral development of pupils was as important as their intellectual growth, and religious instruction formed a core part of the curriculum.
As formal education expanded in Nigeria, the government recognized the importance of moral and religious instruction in schools. Okeke (2020) reported that CRS was formally introduced into the Nigerian school curriculum to promote moral uprightness and character development among pupils. The National Policy on Education emphasized that the development of pupils' moral and spiritual values is essential for producing responsible citizens capable of contributing positively to society. CRS was designed to instill ethical values and guide pupils in making morally informed decisions in their personal and social lives.
Over the decades, CRS has evolved to adapt to contemporary educational needs. Eze (2019) affirmed that while the content of CRS has been revised to include practical moral lessons and character-building activities, challenges such as inadequate instructional resources, teacher shortages, and increasing influence of external factors like media and peer pressure have affected the subject's impact on moral development. Scholars contend that although Christian Religious Studies (CRS) has a historical legacy of moral education, its effectiveness today depends on the methods of teaching, the commitment of educators, and the integration of practical ethical exercises in the school curriculum (Adeyemo, 2021).
Christian Religious Studies (CRS) is an essential component of the Nigerian educational curriculum, aimed at providing pupils with moral guidance, spiritual knowledge, and ethical instruction. According to Akinola (2018), CRS equips pupils with the necessary values to make informed decisions and develop a sense of personal responsibility. It provides a framework for understanding the principles of right and wrong and encourages pupils to adopt behaviors that reflect honesty, integrity, and respect for others. Research has shown that the moral development of pupils is influenced significantly by religious education. Okeke (2020) reported that pupils exposed to structured CRS lessons exhibit higher levels of empathy, cooperation, and respect for authority compared to those with limited or no religious instruction. Similarly, Eze (2019) asserted that the inclusion of CRS in the school curriculum contributes positively to the formation of ethical standards and moral reasoning among pupils.
Adeyemo (2021) stated that many pupils still display indiscipline, dishonesty, and disrespectful behavior, suggesting that moral teachings from CRS are not fully internalized. On the other hand, Nwachukwu (2018) affirmed that external factors, such as peer influence, media exposure, and family environment, often counteract the values promoted in CRS, limiting its impact on pupils' moral behavior. Furthermore, scholars contend that limitations in instructional methods and resources affect the quality of CRS delivery. Akinola (2018) contended that overcrowded classrooms, inadequate teaching materials, and insufficient teacher training undermine the potential of CRS to foster meaningful moral development. This study is set against the backdrop of the need to assess the effectiveness of Christian Religious Studies in shaping pupils' morals.
1.3 Statement of Problems
Investigation revealed that Christian Religious Studies (CRS) is often introduced as part of the school curriculum with the aim of instilling ethical values, discipline, and respect for societal norms. However, the effectiveness of CRS in shaping the moral character of pupils is increasingly questioned in the modern educational context. Observations in many primary and secondary schools indicate that pupils exhibit behaviors such as dishonesty, indiscipline, disrespect for authority, and lack of empathy, suggesting that the intended moral lessons from Christian Religious Studies are not fully realized in practice (Ojo, 2019; Adeyemo, 2020).
Furthermore, the inconsistency in moral behavior among pupils raises concerns about the adequacy of CRS in promoting moral development. Teachers often face challenges such as overcrowded classrooms, inadequate teaching resources, and lack of practical engagement activities, which limit the effectiveness of moral instruction (Eze, 2021). On the other hand, some pupils are influenced more strongly by peer pressure, social media, and home environments that may contradict the values taught in CRS, thereby undermining the impact of religious education on their morals. It is against this backdrop that this study seeks to examine the impact of Christian Religious Studies on the moral development of pupils.
1.4 Aim and Objectives of the Study
The aim of this study is to examine the impact of Christian Religious Studies on the moral development of pupils in Nigerian schools.
The specific objectives of this study are:
- To examine the influence of external factors such as family, peers, and media on pupils' moral development alongside CRS instruction.
- To assess the extent to which CRS contributes to the development of honesty, respect, and responsibility among pupils.
- To identify the challenges that affect the teaching and effectiveness of CRS in promoting moral development.
- To determine the role of teachers in reinforcing moral values through CRS.
- To provide recommendations for enhancing the effectiveness of CRS in shaping the morals of pupils.
1.5 Research Questions
Based on the stated objectives, the study will address the following research questions:
- To what extent does CRS contribute to the development of honesty, respect, and responsibility among pupils?
- What are the challenges affecting the teaching and effectiveness of CRS in promoting moral development?
- How do teachers reinforce moral values through CRS?
- How do external factors such as family, peers, and media influence pupils' moral development alongside CRS?
- What strategies can be implemented to improve the effectiveness of CRS in shaping pupils' morals?
1.6 Significance of the Study
The outcome of this research will be beneficial to schools, enabling them to design programs and activities that complement classroom instruction, thereby reinforcing pupils' ethical awareness and social responsibility. The study will also guide teachers in adopting better instructional methods, help school administrators and policymakers enhance moral education programs, and inform parents on the role of CRS in supporting ethical development at home.
Furthermore, policymakers will benefit as it will inform policy decisions to strengthen religious education and moral instruction. In addition, parents and guardians will benefit as it will provide guidance on reinforcing pupils' morals at home.
Lastly, the research study will also contribute to academic knowledge and serve as a reference for further research in moral education.
1.7 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant impact of Christian Religious Studies on the moral development of pupils.
- H1: There is a significant impact of Christian Religious Studies on the moral development of pupils.
Hypothesis Two
- H0: Christian Religious Studies have a significant negative impact on the moral development of pupils, including the development of honesty, respect, and responsibility.
- H1: Christian Religious Studies have a significant positive impact on the moral development of pupils, including the development of honesty, respect, and responsibility.
1.8 Scope of the Study
The scope of this research is focused on the impact of Christian Religious Studies on the morals development of pupils. The study will cover both public and private schools in Lagos State, focusing on pupils, CRS teachers, and school administrators.
1.9 Limitations of the Study
A study of this nature is bound to experience certain problems as such the constraints imposed on the research include:
- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
- Lack of Cooperation: Many of the respondents are usually aggressive on issue that border cooperation among the respondents border.
- Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.
1.10 Definition of Terms
Christian Religious Studies (CRS):
CRS is the systematic study of Christian doctrines, beliefs, and moral teachings aimed at guiding ethical behavior and character development among pupils (Akinola, 2018).
Moral Development:
Moral development refers to the process by which individuals acquire values, norms, and behaviors that are considered ethically acceptable in society (Eze, 2019).
Pupils:
Pupils are individuals enrolled in primary and secondary schools who are at formative stages of learning and character development (Okeke, 2020).
Ethical Behavior:
Ethical behavior is the demonstration of honesty, respect, fairness, and responsibility in interactions with others (Adeyemo, 2021).
Character Formation:
Character formation is the process of developing traits such as integrity, empathy, and self-discipline that define a person's moral compass (Nwachukwu, 2018).
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