FACTORS AFFECTING TEACHING AND LEARNING OF CHRISTIAN RELIGIOUS KNOWLEDGE AMONG SECONDARY SCHOOL STUDENTS

Background of the Study

According to Asogwa (2011) recognizes 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 behavior.

In recognition of the important role that religion is perceived to play in social cohesion, some countries have included Religious Knowledge (RK) as a subject in their school curriculum. Umoh (2010) strongly advocated inclusion of Religious knowledge in school programmes by noting that failure to do so would likely lead to disaster. According to Ashton (2008) Religious knowledge 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 knowledge 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.

Without effective religious knowledge Nigeria as nation will likely to end up in conflict, religious crisis, insurgencies and social unrest among other things. This is because religious control human actions in both social, political, economical and otherwise (Eluu, 2009). The teaching of Christian Religious knowledge (CRK) dates back to the 19th century with the pioneers of Nigerian education (Banjo, 2003). During the missionary administration because of the moral values it teaches the people. Following the government takeover of schools, Nigerian, secondary school curriculum was reviewed and more emphasis was placed on the studies of science and technological subjects. This shift affected the study and interest of students in Christian Religious knowledge (CRK)in school system leading to poor enrollment in Christian Religious knowledge (CRK). Gbenda (2004) stresses that student’s enrollment and interest in CRK could as well be as of result of inadequate provision of teaching aids, fewer professional teachers and lack of incentives among other things. Njoku (2009) equally adduced that poor enrollment of student in Christian Religious knowledge (CRK) could be attributed to teacher’s instructional delivery system and teachers’ personality.

Christian Religious knowledge (CRK) is taught in all the senior secondary schools in Nigerian as an elective subject. The elective nature of the subject in senior secondary schools in Nigeria equally reduced the number of students that register for the subject in West African examination council (WAEC) and national examination council (NECO) as well as other internal examination. CRK is a subject that bases its teaching on the life and teaching of Jesus Christ (Ugwu, 2001) as a teaching subject, it is not only geared towards converting people to Christianity, but is necessary for value formation, orientation and reorientation of value system as well as spiritual upliftment of the student. Ali and Akubue in Njoku (2009) observed that, CRK is a subject which aims at developing and fostering in the lives of the students Christian attitudes and values such as respect to life, obedience to constitutional authority, responsible self, selfless series to God and humanity. To them, Christian Religious knowledge (CRK) is seen as an academic discipline that is designed to provide the learner with moral and spiritual transformation. This shows that CRK is the study of Christian lifestyles such as love, caring, patience, faith, forgiveness and hope in God as well as good relationship among men.