TABLE OF CONTENTS
CHAPTER
ONE
INTRODUCTION
Background
to the Study
Statement of the Problem
Purpose
of the Study
Scope
of Study
Operational Definition of
Terms
Research Question
Significance of the Study
Research Hypothesis
CHAPTER
TWO
REVIEW OF
RELATED LITERATURE
Meaning of Religion
Rationale for
Recommendation and Recommendations-:
Factors Affecting Religion
and National Value
Teacher Support material
for implementation of the 9-year (BEC)
Appraisal of Literature Review
CHAPTER
THREE
RESEARCH
METHODOLOGY
Research
Design
Populations
Research Instrument
Validity and Reliability
Administration of the
Instrument
Method of Data Analysis.
CHAPTER
FOUR
Presentation
of Data
CHAPTER
FIVE
Summary, Implication of finding, Conclusion, Recommendation and
Suggestion
Summary
Implication of Finding
Conclusion
Recommendation and
suggestion
CHAPTER ONE
INTRODUCTION
Background
to the Study
A
nation that dreams greatness needs to invest in the strategies inculcation of
national values, and such strategic investment depends on several factors
- The scope of the value
- The source
- The Nature
- Role models and instructor
- Institutional structure
By
scope mean the reach of the value deemed national, it is unavoidably tautology
to suggest that national values must be national in scope. A national value
cannot be ethnic or sectarian, of course this does suggest that a value that is
acceptable to one ethnic cannot be acceptable to other group. Meaning that it
must be embraced by or considered us worthy of the embrace of others.
Secondly
the source of the value, how do members of the nation come to recognize it as a
value worthy of embrace. National value cannot originate from diverse sources.
Fortunately, despite the division of tribe and tongues in dear country. We have
one alone-divisive source of our value. It is the constitution which provides a
copious account of the fundamental objective and directive principle to state
policy.
Chapter
2 of the 1999 constitution of the federal Republic of Nigeria provides a list
of our national values, the ideal that we stand for and which government and
citizen have a duty to embrace and promote it reiterates our republicanism
which vest sovereignty in the people with right to participate in government
and the duty to discharge the responsibilities that correlates with that right,
we affirm peace, progress, unity and faith as national ideal worth living for
and if necessary worth dying for.
Thirdly by their nature these ingredients of
our national value are positive roadmaps for national development and national
integration, provided there is sufficient adherence to their dictate. And that
is what has been lacking. The lack is in two area if we are to inculcate
national value, there must be instructors and role modes for that purpose, but
genue instructors are lacking not because no expect teachers of values but
because there is more instruction and role modeling that role teaching and
learning. Role model set a pattern of behaviour that is emulated by the
followers.
Fourthly,
there must be adequate institutional structure through the auspices of which
national value are disseminated and inculcated. Prominent among the
institutions that have been traditionally taken up this taken up this task are schools, religion institutions,
voluntary organisation, such as Boys scout and Girls guide e.t.c in the
Colonial post-colonial and pre-military era. These are the veritable
institution that took in the responsibility of inculcating national value.
By
the same token, making religion study compulsory while History is removed from
the curriculum doesn’t make sense. The rather is solely needed for heightened
sense of national value. It affords us a common memory of our core value,
History to enable us to make useful investigation of our national value,
social, moral and political value therefore, for promoting national values it
makes better sense to make history, rather than religion knowledge compulsory
in our school curriculum (Segun Gbadegesin April 29, 2016).
The social studies curriculum has been a
frequent target of critics representing every point on the political spectrum.
The educators argue that history is neglected and traditional value are missing,
others contend that the curriculum lacks social relevance and avoid significant
public issue, most agree, however, that religion is not adequately included in
the social studies curriculum.
They argue that teachers, administrators,
school boards, and textbook publishers have tended to step social studies
courses of all but the most bland references to religion as a social force in
the past and present. As a result, student are prevented from learning in
school about one of the most significant factors in human societies from the
prehistoric era to the world today.
Religion is a major force in human
affairs and as such should be included in the social studies curriculum. This
ERIC Digest examines
(1) Reasons for
including religion in the curriculum
(2) The current
status of religion studies in school
(3) Guidelines
for including religion in the social studies curriculum
(4) Ideas for
teaching religion in the social studies
It is impossible to understand much of
history without knowing about religion. If student are to comprehend and
interpret their world, they must learn about religion and its influence on
civilization of the past and present if student are to know and values the
civilization, they must learn about the Judaic-Christian Underpinning of their
heritage, and must be able to identify and appreciate the religion qualities at
the core of our mainstream America/Africa culture.
For most social studies teachers,
teaching about religion conjures up thoughts of local Ministers and parent
visiting the school to demand that the teacher stop or even resign. Many
teachers and administrator argue that including religion in the curriculum is
unconstitutional and point to two Famous Supreme Court decision (Engle
vsvitale, 1962) and (Abingdon vs. Schempp,1963) as proof. These two cases,
however, provide solid legal and intellectual support for teaching about
religion in social studies classes. The key word in this issue is “about” in
applying the establishment clause of first amendment while these decisions do
prohibit Bible reading, school sponsored morning devotions, prayers and they do
not prevent teachers from teaching about religion as a significant force in
human affairs.
Statement
of the Problem
Upper
Basic School curriculum is designed as a prerequisite for Junior Secondary
school curriculum. This is the reason in most cases there is a direct linkage
between the subject or topics in the Upper Basic class and subject or topic in
Junior Secondary School. Thus, in most cases students see the beginning of the
Junior Secondary school (especially Senior Secondary School one (S.S.S1) as a
continuation of Upper Basic class or school because there will always be
components of upper basic school subject or topic in Junior secondary subject
or topics.
More
so, several researches have been carried out over time to look at the adequacy
of the Junior Secondary School subjects. For instance; Nnadozie (1986) and
Mansary (1990) carried out a study on performance in Geography and History of
students with and without social studies background in the lower form of
secondary. They observed that the knowledge of social studies can affect the
performance of students in those two subject. Olutokun (2002) examined teacher
evaluation of Geography components of Junior Secondary School social studies
curriculum. He observed that the component of Geography in social studies was
adequate. Adegboye (2002) studies teachers’ assessment of Economics components
of Junior Secondary School social studies. He also submitted that the
components of Economics in social studies were adequate.
However,
the present study investigate in introduction of religion and National Value of
Upper Basic junior Secondary School in Ibadan metropolis with a view to see whether the
components of this curriculum is
adequate or not, This is the gap the
present study attempt to fill.
Purpose
of the Study
The general purpose of this
research work is to find out the introduction of Religion and National values
in Upper Basic Education.
The
specific purpose of this study included the following to
1. Ascertain the level of
awareness of the teachers and other major stakeholders in implementing the
Revised 9-year BEC
2. Ascertain how well equipped
the teachers are in implementer the revised 9-year BEC
3. Identify ways of improving
the implementation of the revised 9-year BEC
Scope
of Study
However,
it covered all the Upper Basic Schools in some selected Secondary school in
Ibadan metropolis, Furthermore, total
numbers of sample of one hundred are twenty-five teachers from each
schools of which Ten male teachers (10) Ten female teachers (10) three students
teacher (3) and two coppers (2) i.e Ten male, Ten female, three students
teachers and two coppers were selected from schools.
Questionnaire
assessment was conducted as an instrument to elicit necessary information from
the concerned teachers. The data was personally collected by the researcher and
the result were analysed using frequently count and percentage in the course of
answering research questions raised in the study respectively.
Operational
Definition of Terms
Public
School Teacher:- Are those people whose job is to teach or impact
knowledge to a student in a
government school of the state.
Upper
Basic School:- Is the Junior Section of Secondary Schools in
Nigeria i.e level Immediately after primary school.
National
Value:- Is an important and lasting believe or idea shared
by the member of a culture about what is good or bad and desirable or
undesirable
Religion:-
Is the set of beliefs feelings, dogmas and practices
that define the relations between human being and sacred or divinity.
Curriculum:- Is
the aggregate of courses given in a school colleges or university.
Research
Question
Based on the purpose of the study. The following research question were
raised
1. What is the level of
awareness of the teachers and other major stakeholder in implementing the
curriculum
2. How well prepared in the use
of revised 9-year BEC and the TGs are teachers
in implementing the revised 9 years BEC
3. To what extent is the
availability of the 9-year BEC at the TG?
4. What are the difficulties
encountered by teacher, in implementer the revised year BEC?
5. What actions are to be taken
to improve the implementation of the curriculum and make it more effective.
Significance
of the Study
Generally, monitoring of the
implementation of the revised 9-year BEC is essential among others to
stakeholders in.
1. Ensuring full
compliance to the implementation plan.
2. Ascertain the
availability the 9-year BEC and TGs
3. Remedying
weakness observed in curriculum implementation
4. Providing information on the quality of
human resources available for revised Basic Education curriculum (BEC)
implementation
5. Providing information on the quality and
gauntly of material resources available for implementation of the (BEC)
Research
Hypothesis
Deriving from the aim of this research,
this study seek to use these statistical tools to investigate the acceptability
otherwise of these hypothesis that
1. The differences between the religion and
national values partly resulted into goal and objective of the two subjects
2 . There is
close relationship between religion and National values
3. There are no competent teachers who can
handle religion and National values.
4. There are no enough material to facilitate
the teaching and learning of the two subjects
5. The expert in curriculum are not given
free hand in formulation of curriculum.
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