ABSTRACT
This
research study was designed to examine the effect of non-availability of
teachers in teaching of Christian Religious Studies in Junior Secondary Schools
in Shomolu LGA. The data used in this study "were obtained through the use
of questionnaires and school results for the served as a basis for necessary
and relevant information. Two hypotheses were formulated and tested. The first
hypotheses which state that unavailability of teachers in CRS do not contribute
to the performances of students was rejected. Similarly the second hypothesis
which states that the availability of teacher's and experience on the job has
effect on the student's performance was accepted. At the end of the research
study, the result obtained revealed that student's performance in CRS is
affected by the availability of CRS teachers and experience on the job.
Government should improve the quality of the teachers by way of seminars,
workshop and better remuneration.
TABLE OF CONTENTS
Title pages i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of Contents vi
CHAPTER
ONE: INTRODUCTION
1.1 Background
to the Study 1
1.2
Statement of the Problem 5
1.3 Purpose
of the Study 7
1.4
Research Questions 7
1.5
Research Hypotheses 8
1.8 Definition
of Terms 8
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction 9
2.2 Purpose of Christian
Religious Studies 12
2.3 The Inadequate Supply of Qualified and
Experienced Teachers 16
2.4 Role
of the Christian Religious Studies Teacher 19
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction 21
3.1 Design
of the Study 21
3.2 Selection
of Population 21
3.3 Sample
of the Study 21
3.4 Research
Instrument 22
3.5 Administration
of Questionnaires 22
CHAPTER FOUR: DATA ANALYSIS AND
INTERPRETATION OF RESULT
4.0 Introduction 23
4.1 Socio Demographic Information of Respondents
23
4.2 Answer to Research Questions 26
4.3 Test of Hypotheses 30
4.4 Discussion of Findings 31
CHAPTER FIVE: SUMMARY, CONCLUSION
AND RECOMMENDATIONS
5.1 Summary of Findings 33
5.2 Conclusion 33
5.3 Recommendations 33
References 36
Appendix 45
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Christian Religious Studies (CRS) forms part of the basic
national curriculum for Junior Secondary Schools this may be a surprising fact
but it has come up to be the truth and nothing but the truth. Some individuals
have linked religious with social habituation and they have also gone a long
way to argue that it has no consign in either a working environment or a
schools. At the same time, others believe CRS have to be about fostering
students within a meticulous religious faith system.
Over the years, CRS has actively been known to be a
strong promoter of the values of genuineness fairness, honesty, deference for
all and care of the environment CR S consign specific emphasis on children
appreciating themselves and others, it teaches us the real responsibility of
family and the community in religious principle and action, the contentment of
diversity in society through of acknowledgment of their similarities and
differences, and individual custodianship on earth. CRS is also acquainted with
shilling environment of the general public, including transformations in
religious practice and appearance and the authority of religion in the
neighborhood, homes, state and in the universal society.
The importance of teachers in teaching CRS cannot be
overstressed. This is because teachers play a number of roles. Specifically,
teachers have been referred to by Oyedeji (1998) as agents of innovation. For
meaningful innovations, adequate availability of teachers' is very important.
The complexity arises as a result of several factors which include
determination of what effective teachers are: Teachers are expected to fulfill
a variety of roles, some common to all teachers, others uniquely related to
certain kinds of environment of students or subject matter. Added to this, is the
fact that teacher education involves the training of professionals who will
educate students in the future despite the complexity in the field of teacher
education. One cannot overemphasize the importance of academic training of
teachers of all categories. This is because the efficiency of any institution
depends on the academic competence of the teaching staff since no educational
system can- ri se above the quality of its teacher (FGN, 1981 P.38). Teachers
are important in any educational system. This is because the quality of
teachers in any educational system determines to a great extent the quality of
the system itself. Professional teachers in particular are crucial to the
formulation and successful implementation to education policies in any country.
This has explained why our National Policy on Education N.P.E. (2004) stressed
the need to accord teacher education a prominent place in educational planning.
The policy further maintained that among other things, the goal of
teacher-education should be:
To produce
highly motivated conscientious and efficient classroom teachers for all levels
of our educational system.
To
provide teachers with the intellectual and professional background adequate for
their assignment (N.P.E; 20O4).
To Peters (1977), quality is the basic and indispensable
feature of a thing, which differentiates it from other things. The presence of
that characteristic feature to a high degree marks it out as a "thing of
high quality" on the other hand, the absence or the thing to a low quality
status. For example, the characteristic of a high quality teacher relates to
those attributes that enhance the fitness and efficiency of that teacher in
performing the duties that are associated with teaching CRS. That is, a high
quality CRS teacher is one who can competently achieve the objectives of
teaching CRS in our schools. At this point it will be pertinent to state that a
professional CRS teacher is a professionally prepared CRS teacher in contents
and methods of teaching Christian Religious Studies, thereby acquiring a
professional degree in education with special reference to any of the CRS
subject. For example, a professional university degree teacher is expected to
have B.Sc. (Rons) with a Post-Graduate Diploma in Religious Studies Any other
teacher with qualifications outside the above one can be categorized as a
non-professional CRS teacher.
There is greater demand for highly creative and
innovative teachers in Nigeria today who can lead students onto paths of
meaningful learning. An effective and efficient teacher is also one of the
necessary factors to effective instruction in all subjects including Christian
religious studies. Adequate supply of effective and efficient teachers to teach
on senior and junior secondary has been one of the major reoccurring problems
in the Nigerian educational sector. Other problems include the outdated nature
of the curriculum, controversial nature of the subjects and poor methods of
instruction. Religious studies lay emphasis on factual examination oriented
approach and religious dogmas. According to WesterHoff (1978), though the name
Religious Studies has been used most frequently, there is no complete or
consistent agreement on what the word mean or what it refers to. Today, there
is less concurrence than ever before. Scott (1980) says that no consensus
exists today on the nature, scope and role of Religious Studies. The above
named scholar believe that current search to identify revolves around different
usage of key terms like Religious Education, Religious Knowledge, Religious and
Moral Instruction. Other problem is that since Religion deals with values,
judgments and feelings, everyone in the society will agree with it. The
implications of the above is that the controversial nature of the subject, lack
of consistent linguistic discourse and the unstable pattern of conversation
currently going on in the field have contributed to making the subject
difficult and technical.
1.2
STATEMENT OF THE PROBLEM
It has been observed that the effect of non-availability
of qualified teachers in the teaching of Christian Religious Studies in Schools
has been of positive or negative impact to the teaching and learning process.
Some problems has been identified to be the possible cause.
It was revealed that there had been a serious reduction
in the enrolment of students in the subject at secondary schools level and
tertiary institution of learning due to the fact that some teachers acquired
their certificate through various means. In most educational institutions, teachers
that are not trained to teach subjects such as CRS are made to do so thereby
not giving the students the required training and knowledge about that
particular subject.
Sofowora (2002) also states that not all media materials
that are available are technically suitable for use in teaching. He emphasized
the need for training teachers in the art and craft of design selection
production and use of appropriate needs. The required skills in the area
mentioned above can only be acquired through Educational Technology. One of the
major concerns of Educational Technology is the quest for effective instruction
which is reflected in its definition.
The achievement of effective and efficient teaching and
learning in schools has been one of the perennial problems in education.
However, the problems facing the quality and adequacy of the availability of
manpower for the effective teaching of Christian Religious Studies has
generated a lot of concern among scholars such as Alaba (2008); and Adeyemi and
Aviomoh (2003). In Nigeria, the shortage of qualified teachers has been
reported (Adeyemi and Aviomoh, 2003). These shortages have been attributed to
the low salaries and social prestige given to teachers (Aghenta, 2001). Also,
the free education policy of the Lagos State government tends to have
compounded the problems in secondary schools perhaps as a result of
insufficient funds to employ adequate teachers and to run the schools. This
problem is believed to have effect on students' performance in the subject. For
instance, in spite of the acknowledgement of the importance of Christian
Religious Studies to the society and laying of solid foundation for students,
the performance of students in subject shows that this has not been properly
achieved.
Based
on the highlighted problems, this study will focus on the effect of
non-availability of qualified teachers in the teaching anti learning of
Christian religious studies in junior secondary schools in Shomolu Local
Government.
1.3
PURPOSE OF THE STUDY
This research work specifically seeks to achieve some
objectives which include:
1. Identify the rate of non -availability of
junior secondary teachers to teach Christian religious studies in Shomolu Local
Government Area of Lagos state.
2. Identify
the effect of the non-availability of Christian religious teachers in junior
secondary school on the academic performance of students on the subject.
3. Identify
and measure any other effect the non-availability of junior secondary school
teachers in Christian religious studies in having on the students.
1.4 RESEARCH QUESTIONS
The following assumptions stand as research questions of
the study:
(1) What
is the rate or extent of shortage of. qualified Christian religious teachers in
junior secondary schools in Shomolu Local Government Area?
(2) To
what extent does this shortage of Christian religious teachers affect junior
secondary school student's performance in the subject?
(3) To
what further extent are junior secondary students in Shomolu Local Government
affected by the shortage of Christian religious teachers?
1.5 RESEARCH HYPOTHESES
The following null hypotheses were formulated and tested
in this study.
H01: Inadequacy of qualified Christian Religious
Studies teachers will not affect effective teaching of the subject in Lagos
State. It limited to the effect of shortage of qualified Christian religious
teachers in junior secondary schools.
1.8 DEFINITION OF TERMS
NON-AVAILABILITY: The
state of not being available, free, or able to be used.
QUALIFIED: Officially recognized as
being trained to perform a particular job; certified.
TEACHER: A person who teaches,
especially in a school.
TEACHING: The occupation, profession,
or work of a teacher.
LEARNING:
The
acquisition of knowledge
or skills through
study, experience, or being taught.
CHRISTIAN: Relating to or professing
Christianity or its teachings. RELIGIOUS: Relating to or believing in a
religion.
STUDIES: The devotion of time and
attention to gaining knowledge of an academic subject, especially by means of
books.
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