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PROJECT TOPIC- THE ATTITUDE OF TEACHERS TOWARDS TEACHING CHRISTIAN RELIGIOUS KNOWLEDGE IN PRIMARY SCHOOLS IN ONICHA LOCAL GOVERNMENT AREA

PROJECT TOPIC- THE ATTITUDE OF TEACHERS TOWARDS TEACHING  CHRISTIAN RELIGIOUS KNOWLEDGE IN PRIMARY SCHOOLS IN ONICHA LOCAL GOVERNMENT AREA

Abstract

The purpose of this study is to locate the attitude of teachers towards teaching of Christian Religious Knowledge in primary schools in Onicha Local government Area. With a view to give concrete suggestions towards the improvement of teaching Christian Religious Knowledge. Commenting on this attitude, the researcher formulated 5 research questions to

guide the study: To test the research question, the researcher used mean to analyse the information or responses gotten with the questionnaire. In view of these the investigator concluded that the attitudes of teachers towards the teaching of Christian Religious Knowledge in primary schools are due to time allocation and inadequacy of instructional

materials. Above all, the researcher strongly suggested that Christian Religious Knowledge should be made compulsory in schools, by ministry of education and should be taught by qualified teachers and make instructional materials adequate for the teaching of Christian Religious Knowledge in the Local Government Area.

PROJECT TOPIC- THE ATTITUDE OF TEACHERS TOWARDS TEACHING  CHRISTIAN RELIGIOUS KNOWLEDGE IN PRIMARY SCHOOLS IN ONICHA LOCAL GOVERNMENT AREA

CHAPTER ONE

INTRODUCTION

1.1   Background Of The Study       

Religious Knowledge is one of the subjects taught in primary schools in Nigeria. The teaching of Christian Religious Knowledge started in the 19th century with the advent of the missionaries who were the pioneer of Nigeria education. During that time Christian Religious Knowledge was very important in the schools. It is on the recognition of the

important of Christian Religious in human society that the missionaries gave priority to Christian Religious Knowledge to study in the school curriculum. Thus as they assumed full control and supervision of schools religious Knowledge was given the greatest emphasis and ranked second to none in the term of moral value, but following government intervention in

education 1882, the reverse was the case that is the entire curriculum was reviewed and criticized.However, the importance of Religious Knowledge in the schools is being under-rated. It is assumed that other subjects like English, Mathematics, Inter-Science, etc. are more important than Religious Knowledge. Therefore, more emphasis is now given to those

subjects. This may account for the reasons why some teachers enroll into other professions like Accountancy, Law, Banking and Finance, etc instead of Religious Studies. According to Abraham (1989) Religious Studies presents alternative techniques for dealing with unpredictable elements in human experience as well as controlling the students’ moral

behaviour. He went further to say that Christian Religious Studies has a great influence not only on the moral and social life of man but also on the economy of man in varying degree through human history. This attitude of teacher towards teaching of Religious Knowledge could be connected to government taken over of schools. The government put more

attention on technological and scientific knowledge than Religious knowledge. This was compounded by East Central State government’s official policy on Religious Knowledge 1981 which state that: In pursuance of the goal of religious freedom and tolerance, which is one of the fundamental rights enshrined in our constitution, the ministry will encourage

local religious instructions of their young adherents. To this end, every Thursday should be declared a free day only made for moral and religious instruction by every religious groups and leaders. Children and students should be mandated to attend such gathering in relations to their parents and teacher’s will. Thus many people and Religious Organisations

now protested against government neglect of Religious Knowledge. Such organisations like Christian Association of Nigeria (CAN) have frowned over government’s poor attitude towards the study of Christian Religious Knowledge in schools. They state that: As the results of low level of morality in the country, emphasis should be laid on the spiritual up

bring of our youths. They do not mean that science and technology should not be given adequate place in our educational system. But it will be a grave mistake to operate a system of education that is focused on technology, science and materialism at the expense of Religious Education. Presently, the conditions and stipulations laid down for Religious

Knowledge as such as to reduce it, and what it actually teaches, Abaekweme (1982). The apparent disregard and lack of recognition given to Religious Knowledge by some teachers especially those in primary schools in Onicha Local Government Area has been a matter of concern among the lovers of the subjects. The Christian Religious teaching and learning is

one of the mean sand resources available to teachers in primary schools, through which cultivation and shaping of pupils behaviour can be achieved in other to build a more stable nation. However, the importance of Religions to a large extent in our schools can further be buttressed by referring to the statement credited to the Emir of Kano (1989) which

remarked that “Nigeria child may grow without sufficient moral base if adequate arrangement s are not made for the inclusion of Religious and moral instructions in the Universal Free Primary Education up to tertiary institution”. He emphasised that the absence of such arrangement will lead to moral decay of the Nigerian youths and the nation

at large. It therefore becomes clear, why Nigeria in general yearn for better social understanding and integration through the maintenance of Religious Knowledge and why the instance on Religion as a core subject in the curriculum. Christian social science that deal with morality life after death, relationship with the Supreme Being as well as

development of the nation. Thus, if this subject is not accorded its rightful place in the state school as well as voluntary agency schools it is possible that the society may become a dangerous and cruel society. Therefore, we lay emphasis on the urgent need to teach and enhance the study of Christian Religious Knowledge. This research project is therefore

based on the rationale that in recent times interest in Christian religious Knowledge has not been significant in the choice of some teachers in primary schools in Onicha. This beings therefore the necessity to investigate the over attitude of teachers towards teaching Christian Religious Knowledge.

PROJECT TOPIC- THE ATTITUDE OF TEACHERS TOWARDS TEACHING  CHRISTIAN RELIGIOUS KNOWLEDGE IN PRIMARY SCHOOLS IN ONICHA LOCAL GOVERNMENT AREA

1.2    Scope Of The Study

This study focused on the attitude of teachers towards teaching C. R. K. It limits its scope to identifying the teacher’s attitudes, which affect the teaching of this subject in selected primary schools in Onicha. It is concentrated only in some selected primary schools in Onicha L. G. A.

1.3   Statement Of The Problems

According to  N. P. E. (1981) it is obvious that Christian Religious Knowledge is made a core subject in schools. Yet there has been poor enrolment of students opting for Religious Study in schools Asogwa (1984). Based on the above statement, the researcher now wants to find the factor, which tend to influence the attitude of teachers towards teaching of C. R. K.

1.4   Purpose Of The Study

The purpose of this study is to find out the teacher’s attitude towards teaching Christian Religious Knowledge in the selected primary schools in Onicha Local Government Area with the intention of proving the teaching and learning of Christian Religious Studies in schools in Onicha L. G. A. The study specifically seeks to find out whether students interest in some

extent affect the teacher’s attitude towards teaching of C. R. K. in Onicha L. G. A. To find out the extent time allocated to C. R. K. in the schools affect teacher’s attitudes towards teaching C. R. K.  in primary schools in Onicha L. G. A. And to find also to what extent does teacher’s qualification affect the attitude of teachers towards teaching C. R. K. in primary

schools in Onicha L. G. A. Finally, to find out to what extent does inadequate instructional materials affect teacher’s attitudes towards teaching C. R. K. in primary schools in Onicha Local Government Area.

1.5  Significance of the Study

The significance of this study is varied due to the fact that the result will provide information to the educational planners, parents and general public (society) on the attitude of teachers towards teaching Christian Religious Knowledge and the importance of the subject. The result of this study will serve as a useful source of information to the

teacher in that they will know teacher’s performance in teaching this subject and what importance they attached on Christian Religious Studies in primary schools in Onicha L. G. A. and also it will help teachers to adjust for better teaching methods by awakening the interest need of their pupils. It will provide information for the teachers, which will help

them to improve their moral value and put more effort on Christian Religious Knowledge. It will provide information for educational planner on the area of C. R. K., which needed review of the curriculum content, and also to carry out thorough supervision to ensure implementation of the content as stated in the curriculum. In addition to this, it will

motivate the educational planner to look into the problem of C. R. K. with the view of sowing or reducing them to the best minimum standard. It will provide information to general public to encourage teacher’s attitudes toward teaching C. R. K. as well as index training to the contents and usefulness of the subject in human life.

Lastly, the findings will also create an opportunity for further studies on this topic or related topics.

1.5  Research Questions

  1. To what extent does a student’s interest towards C. R. K. affect the teacher’s attitude towards teaching of C. R. K. in primary schools in Onicha L. G. A.
  2. To what extent does time allocated for C. r. K. in the school affect teacher’s attitude towards teaching C. R. K. in primary school in Onicha L. G. A.
  3. To what extent does teacher’s qualification affect the teaching of C. R. K. in primary schools in Onicha L. G. A.
  4. To what extent does inadequate instructional materials affect the teacher’s attitudes towards teaching C. R. K. in primary schools in Onicha L. G. A.

PROJECT TOPIC- THE ATTITUDE OF TEACHERS TOWARDS TEACHING  CHRISTIAN RELIGIOUS KNOWLEDGE IN PRIMARY SCHOOLS IN ONICHA LOCAL GOVERNMENT AREA

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