Abstract
This study examines the factors influencing students' engagement in social justice initiatives, focusing on key variables such as Christian education, socioeconomic status, civic education, parental involvement, extracurricular activities, and demographic characteristics. A total of 222 participants were selected for the study, and data were analyzed using descriptive statistical methods, including frequency distribution and mean scores, to uncover patterns and trends in perceptions and engagement levels. The findings reveal that Christian education, civic education, and extracurricular activities have a generally positive impact on students' awareness and participation in social justice initiatives, as indicated by high mean scores. Parental involvement and geographical location were also identified as important factors influencing engagement, although there is room for improvement in certain areas. Socioeconomic disparities emerged as a significant barrier to participation, with financial limitations affecting students' ability to engage fully. The study also highlights demographic patterns, showing variations in engagement based on gender, age, marital status, educational background, and religious affiliation. Based on these findings, it is recommended that educational institutions develop targeted programs to address gaps in Christian education and extracurricular activities, enhance support for students from lower socioeconomic backgrounds, and promote parental involvement. Future research could explore the long-term impact of these factors, the influence of digital tools on engagement, and effective interventions to address disparities in participation.
TABLE OF CONTENTS
Content
Page
Fly
Leaf…………………………………………………………..……………....i
Title
page:……………………………………………………………..……..….ii
Declaration:……………………….………………………………...........……iii
Certification:……………………………..……………………......……..……..iv
Dedication:……………………………………………………….……..…….....v
Acknowledgement:……………………………………….…………….………vi
Table
of Contents:………...………………………………………………........vii
List
of Tables:…………………………..……………………………..............viii
List
of Figures:…………………………………………………………….........ix
List
of Abbreviations and Symbols:…………………………………………….xi
Abstract:…………………………………………………………...…………...xii
CHAPTER ONE: INTRODUCTION
1.1 Background of the
Study………………………………..…….……….……1
1.2
Statement of the Problem………………………………………….…………1
1.3
Aim and Objectives of the Study…………………………………...……..…2
1.3.1
Aim of the Study…………………………………………..…………….…2
1.3.2 Objectives of the
Study…………………………………….…….………..2
1.4
Research Questions and Hypotheses……………………….………..………2
1.4.1
Research Questions……………………………………..………….……...2
1.4.2
Research Hypotheses………………………………………………………3
1.5 Significance / Justification of the Study……………………….…………....5
1.6
Scope of the Study……………………………………………..………….....5
1.7
Limitation of the Study………………………………………………………5
1.8
Definition of Operational Terms…………………………………………..…5
CHAPTER TWO: LITERATURE
REVIEW
2.1
Introduction……………………………………………………...…………..6
2.2
Historical Perspective………………………………………………..………6
2.3
Theological Framework………………………………………..…………...9
2.4
Conceptual Framework………………………………………...…………..11
2.4.1
Social Justice in the Context of Christian Education……………..……..13
2.4.2 Student Involvement in Social Justice
Activities……………………….16
2.4.3
Perceptions of Students Regarding Social Justice……………….……...19
2.4.4
Barriers to Social Justice Engagement…………………………….…….22
2.4.5
Strategies for Enhancing Social Justice Engagement in Christian Education
…………………………………………………………………………………25
2.5
Current Trends………………………………….....………………………..28
2.6
Theoretical Frameworks……………………………………………………29
CHAPTER THREE: RESEARCH
METHODOLOGY
3.1
Introduction………………………………………………………..………32
3.2
Research Design………………………………………………………..….32
3.3
Location of the Study………………………………………………...…….32
3.4
Population of the Study……………………………………………………..33
3.5
Sample Size and Sampling Techniques………………………………..…..33
3.5.1
Sample Size………………………………………………………..…….33
3.5.2
Sampling Technique……………………………………………………...34
3.6
Research Instrument…………………………………………………..…...35
3.7
Validity and Reliability………………………………………………….....35
3.7.1
Validity of the Instrument…………………………………………….…..35
3.7.2
Reliability of the Instrument……………………………………………...37
3.8
Data Collection and Procedure……………………………………………..37
3.8.1
Administration of the Instrument…………………………………………37
3.9
Research Ethics………………………………………………...…………..38
3.10
Data Analysis………………………………………………………...…...39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS OF DATA
4.1 Introduction…………………………………………………………...…....40
4.2
Presentation of Findings………………………………………………..…..41
4.2.1
SECTION “A”: Demographic Profiles………………………………...…41
4.2.2 Gender of
Respondents…………………………………………..…….....41
4.2.3 Age Range of the
Respondents…………………………………………...42
4.2.4 Marital Status of the
Respondents…………………………………..……43
4.2.5 Educational Level of the Respondents……………………………………44
4.2.6 Geographical Location of the Respondents……………………….……...45
4.2.7 Language Spoken of the
Respondents…………………………………....46
4.2.8 Religion of the Respondents……………………………………………...47
4.3 Test of Reliability…………………………………………………….…….48
4.4 SECTION “B”: Presentation of Respondents results
in tabular forms…….50
4.4.1 Synopsis of The Christian
Education…………………………………….50
4.4.2 Synopsis of Socioeconomic Status………………………………………52
4.4.2 Synopsis of the Civic
Education…………………………………………54
4.4.3 Synopsis of the Parental
Involvement…………………………………….56
4.4.4 Synopsis of the Extracurricular
Activities………………………………..58
4.4.5 Synopsis of the Social Justice
Engagement……………………….….......60
4.5
Testing of Hypothesis……………………………………………..………..62
CHAPTER FIVE: DISCUSION
AND ANALYSIS OF FINDINGS
5.1
Introduction………………………………………………………………...69
5.2
Presentation of Findings……………………………………………………70
5.3
Survey of Results…………………………………………………………...70
5.3.1
Demographic
result………………………………………………………70
5.3.2
Gender of Respondents………………………….………………………..70
5.3.3 Age Range of
Respondents……………………..………………..…........71
5.3.4
Marital Status of Respondents …………………..……………….............71
5.3.5
Educational Level of Respondents………………..…………..………….72
5.3.6
Geographical Location of Respondents ……………………………….....72
5.3. 7 Language Spoken by Respondents
……………………………………...72
5.3. 8 Religion of
Respondents……………………………………………..…73
5.4
Major Research findings:………………………………………………......73
CHAPTER SIX: SUMMARY,
CONCLUSION, RECOMMENDATION AND SUGGESTION FOR FURTHER STUDY
6.1
Introduction…………………………………………………….……..…...76
6.2 Summary of
Findings…………………………………………….….….....76
6.3
Conclusion………………………………………………..……….......…...77
6.4
Recommendations………………………………………………..…...……78
6.5
Suggestions for Further Study………………………………..…...........…..79
References……………………………………………………….…………......80
Appendixes………………………………………………….…………….…...82
List of Tables:
Table 1: Frequency table of
Gender Distribution of Participants………………41
Table 2: Descriptive
statistics for Age Group of Participants …………….……42
Table 3: Frequency table of Marital Status Distribution
of Participants ……….43
Table 4: Frequency Table of
Educational Level Distribution of Participants …45
Table 5:Frequency table of Geographical
Location Distribution of Participants…...46
Table 6: Frequency Table of
Language Spoken Distribution of Participants…47
List of
Figures:
Fig. 4.2.1 Gender of the Respondent
on Bar Chart………………….…………42
Fig. 4.2.2 Age Range of
the Respondent on Bar Chart…………………..….…43
Fig. 3 Marital Status of the Respondents on Histogram
Chart………………….44
Fig. 4 Educational Level of the Respondents on Pie
chart………………..……45
Fig. 5 Geographical Location of the Respondents on a Bar
Chart…………..…46
Fig. 6 Frequency Table of
Language Spoken Distribution of Participants .….47
Fig. 7 Religious Affiliation of the
Respondents on Bar chart…………………..48
CHAPTER ONE
1.0 INTRODUCTION
1.1
Background of the Study
Christian
education has long been a cornerstone of many educational institutions
worldwide, promoting not only academic excellence but also moral and ethical
development. As global societies increasingly grapple with issues of social
justice, the role of Christian education in fostering social justice engagement
has come under scrutiny. This study aims to critically examine how Christian
education impacts students' engagement with social justice issues, exploring
the underlying principles and outcomes of such education.
1.2 Statement of the Problem
Despite
the growing emphasis on social justice in educational discourse, there is
limited research on the specific impact of Christian education on students'
engagement with social justice issues. This gap in the literature calls for a
critical investigation into how Christian educational practices and values
influence students' awareness, understanding, and activism related to social
justice.
1.3 Aim and Objectives of the Study
1.3.1 Aim of the Study
The
aim of this study is to examine the impact of Christian education on students'
engagement with social justice issues.
1.3.2
Objectives of the Study
i.
To analyze the principles of Christian
education that promote social justice.
ii.
To evaluate the extent to which students
in Christian educational institutions are involved in social justice
activities.
iii.
To assess the perceptions of students
regarding the role of Christian education in social justice engagement.
iv.
To investigate the barriers that hinder
social justice engagement among students in Christian educational institutions.
v.
To recommend strategies for enhancing
social justice engagement through Christian education.
1.4 Research Questions and Hypotheses
1.4.1 Research Questions
i.
What are the key principles of Christian
education that promote social justice?
ii.
How involved are students in Christian
educational institutions in social justice activities?
iii.
How do students perceive the role of
Christian education in their engagement with social justice?
iv.
What barriers hinder social justice
engagement among students in Christian educational institutions?
v.
What strategies can be recommended to
enhance social justice engagement through Christian education?
1.4.2 Research Hypotheses
Hypothesis one
H0:
There are no specific principles of Christian education that promote social
justice.
H1:
There are specific principles of Christian education that promote social
justice.
Hypothesis Two
H0:
Students in Christian educational institutions are not significantly involved
in social justice activities.
H1:
Students in Christian educational institutions are significantly involved in
social justice activities.
Hypothesis Three
H0:
Students do not perceive Christian education as having a significant role in
their engagement with social justice.
H1:
Students perceive Christian education as having a significant role in their
engagement with social justice.
Hypothesis Four
H0:
There are no significant barriers hindering social justice engagement among
students in Christian educational institutions.
H1:
There are significant barriers hindering social justice engagement among
students in Christian educational institutions.
Hypothesis Five
H0:
There are no effective strategies that can be recommended to enhance social
justice engagement through Christian education.
H1:
There are effective strategies that can be recommended to enhance social
justice engagement through Christian education.
1.5 Significance / Justification of the Study
This
study is significant as it contributes to the limited body of knowledge on the
impact of Christian education on social justice engagement. By identifying the
key principles and outcomes of Christian education related to social justice,
this research can inform educators, policymakers, and religious institutions on
how to enhance educational practices to promote social justice. Moreover, it
provides a basis for further research on the intersection of faith-based
education and social justice.
1.6 Scope of the Study
This
study focuses on Christian educational institutions at the secondary and
tertiary levels within Nigeria. It includes an analysis of educational
curricula, student involvement in social justice activities, and perceptions of
the impact of Christian education on social justice engagement.
1.7 Limitation of the Study
The
study is limited by its geographical focus on Nigeria, which may affect the
generalizability of the findings to other contexts. Additionally, the study
relies on self-reported data from students, which may be subject to bias.
1.8 Definition of Operational Terms
Christian
Education: An educational system that incorporates Christian values,
teachings, and principles into its curriculum and practices.
Social
Justice: The pursuit of fairness and equity in society, including issues of
human rights, equality, and justice for marginalized and disadvantaged groups.
Engagement:
The involvement and participation of students in activities and initiatives
related to social justice.
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