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THE
EVALUATION OF IMPLEMENTATION OF CHRISTIAN RELIGIOUS KNOWLEDGE CURRICULUM
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Christian
Religious Knowledge (CRK) as known at secondary school level is a subject that
has always played an important role in human history. It is one of those
subjects that provide opportunities for the full development of the child’s
cognitive, affective and psychomotor domains. It is a process by which children
understand the religious traditions of life and thought. It also helps one to
be sensitive to the ultimate question posed by life and to the dimensions of
mysteries and wonders that underline human experiences. Christian religious
knowledge serves as a foundation of moral and spiritual guidance for the
pupils/students. It gives a sense of direction and ability to differentiate
between what is right and wrong (NERDC, 2007).
Religion and
moral education have been widely accepted as determinants of national
development in modern society, hence, the inclusion of the subject in the
school curriculum. Also, Christian religious knowledge has its foundation in
the National Policy on Education (NPE, 2004). It is advocated in some sections
of the policy for all levels of learning. The policy emphasized that religious
instruction and moral education shall be taught and learnt in schools. The
national curriculum for religious education evolved over time as a reflection
of the needs, perceptions and historical development for the societies
concerned. The methods of teaching Christian religious knowledge in the junior
secondary school comes under focus when its effect on the moral and spiritual
dimensions.
1.2Statement
of Problem
Religion
generally, plays an important function in the lives of people in the society,
especially in the lives of pupils/students at the lower-post-primary
institutions in Nigeria, and Lagos State in particular. However, the problems
inherent in the wrong application of teaching methods, improper exploration of
subject-content, and unclear delineation of the objectives, non-application of
correct teaching materials, teachers’ poor attitudes, teachers’ poor quality in
terms of lack of qualification which leads to non-mastery of content and
non-mastery of methodology, poor personality and so on, in teaching and
learning of the subject, have been of immense concern to the stake-holders in
the subject. No wonder, the Christian religious knowledge, education and
instruction, have failed to play the major role of serving as fountain of moral
and spiritual guidance for the pupils/students in the primary and the lower
post-primary schools in Lagos State Education District IV in particular and
Nigeria in general.
This can be
seen in the general decadence of our youths, and even the adult members of the
society who are in one religion or the other but have failed to be good role
models to the youths, despite religion being taught and studied both in the
school and outside of it. The above identified problems, gave rise to the
evaluation of the implementation CRK curriculum content, objectives, methods of
teaching, teachers’ qualification, teaching materials applied in presentation
of the subject in the classroom and so on.
1.3Purpose
of the Study
This study
mainly examines the evaluation of curriculum implementation techniques in the
area of content, objectives, teaching methods, teaching materials and teachers’
qualification in Christian Religious Knowledge (CRK) at the Junior Secondary
Schools in District IV of Mainland Local Government Area of Lagos State.
The specific
objectives of the study included to:
(1) Examine the implementation of the
content of CRK at the Junior Secondary Schools in Lagos State District IV.
(2) Evaluate the implementation of the
objectives of CRK at the Junior Secondary Schools in Lagos State District IV.
(3) Investigate the implementation of the
methods of teaching CRK at the Junior Secondary Schools in Lagos State
Education District IV.
(4) Evaluate the implementation of the
materials applied in the teaching of CRK at the Junior Secondary Schools in
Lagos State Education District IV.
(5) Find out the qualification of teachers
in CRK at the Junior Secondary Schools in Mainland Education District IV, Lagos
State.
1.4Research
Questions
These
research questions were raised for the conduct of this study thus:
(1) To what extent can the implementation
of the content of CRK at the Junior Secondary Schools in Lagos State be
examined?
(2) How can the implementation of the
objectives of CRK at the Junior Secondary Schools in Lagos State be
investigated?
(3) To what extent can the implementation
of the methods of teaching CRK at the Junior Secondary Schools in Lagos State
be evaluated?
(4) Can the teaching materials applied in
teaching CRK at the Junior Secondary Schools in Lagos State be assessed?
(5) Are the CRK teachers at the Junior
Secondary Schools in Lagos State Education District IV qualified to teach the
subject?
1.5Research
Hypotheses
In this
study, the following null hypotheses were tested to give it an empirical
status:
1. There will be no significant effect of the
implementation of content on academic performance of students in CRK at Junior
Secondary Schools level in Lagos State.
2. The implementation of the
objectives of CRK will not significantly affect the moral values of students at
the Junior Secondary Schools in Lagos Education District IV.
3. There will be no significant
relationship between the implementation of the methods of teaching and
students’ academic achievement in CRK at the Junior Secondary Schools in Lagos
State.
4. There will be no significant
relationship between application of teaching materials and students’ learning
outcomes in CRK at Junior Secondary Schools in Lagos State.
5. The qualifications of teachers will
not significantly affect students’ moral orientation at the Junior Secondary
Schools in Lagos State.
1.6Scope and
Limitation of the Study
This study
covered the public Junior Secondary Schools located in Education District IV of
Mainland Local Government Area of Lagos State. Also, timeframe, finance,
respondents’ inhibitions and other logistics posed considerable constraints in
the study
1.7Significance
of the Study
The findings
and recommendations of this evaluative study, will be beneficial to the
followings:
Teachers:
Will benefit from this study, because, its findings/recommendations would go a
long way in giving them crucial insights to the importance of implementation of
the content, objectives, teaching materials, teaching methods, teachers’
possession of good personality, teachers’ possession of good attitudes and
possession of requisite qualification(s) for teaching CRK at the secondary
school level.
Students:
Students would no doubt, be able to benefit from the study, because, it will
help them to be in-the-know, concerning the importance implementation of good
content, clarity in objectives, effective application of correct teaching
methods and teaching materials in teaching CRK. Not only that, students in
Junior Secondary Schools would appreciate the benefits of teachers good
personality, high qualities, positive attitudes etc in the teaching/learning of
CRK as a school subject.
School
Authority/Ministry of Education/NERDC: The above agencies/educational bodies,
would gain much beneficial insights from the findings/recommendations adduced
in this study. For instance, the above mentioned education/research bodies
would gather veritable information regarding the variables that are crucial to
designing a holistic and all-encompassing CRK curriculum for Junior Secondary
Schools, knowing its importance in the life of the Nigerian child and the
society.
Society/Researchers/Scholars:
This study will be of immense benefit to the above mentioned individuals in the
academia and the society. While members of the society would appreciate the
importance of good and effective implementation of curriculum in CRK, scholars
and researchers in the subject would make objective reference to this study in
their future studies.
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