CAUSES OF STUDENTS MASS FAILURE IN C.R.S IN JUNIOR SECONDARY SCHOOLS

CAUSES OF STUDENTS MASS FAILURE IN C.R.S IN JUNIOR SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

Background to the Study

Religious education forms part of the basic national curriculum for 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 religion in education have to be about fostering students within a meticulous religious faith system. Over the years religious education has actively been known to be a strong promoter of the values of genuineness, fairness, honesty, deference for all and care of the environment. Religious education 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. Religious education is also acquainted with shifting 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. (QCDA, 1993)

Different authors have tried to make an intensive review about the factors which are responsible for mass failure of students’ in Christian Religious Studies  at the secondary level across the country and beyond. Several researches on this topic were conducted in developing as well as developed countries. In developing countries some researcher showed that school factors were more important for students’ CRS achievement than family factors. Regarding Nigeria, there is no specific study on the issue. Therefore; further investigation is needed to determine which factors is responsible for mass failure of students in Christian Religious Studies at the secondary level of Ikere Local Government Area of Ekiti State, Nigeria.

In a study conducted by Hasan (2005) on the ‘‘Christian Religious Studies  Curriculum at the Secondary Level in Nigeria He discovers 82% of rural and urban secondary school students complain that CRS is not sufficiently taught in the class; with an average 68% of teachers admitting that they do not arrange the practice of  Christian Religious Studies  in the classroom.

Snow (2004) advocates that students of any age, and in any culture will differ from one another in various intellectual and psychometric abilities. This is noticed in both general and specialized prior knowledge, in interest and motives and in personal styles of thought and work during learning. Furthermore, these differences often relate directly to differences in students learning progress.

Jayanthi (2002) observes the classroom interaction of the higher secondary students in Nigeria. Her study reveals that the factors like smartness of the students, shyness, evaluative capacity, commitment, psychological conditions, observation of world knowledge, time factors, interactional awareness, interaction with text, etc., play a very important role over the effective and efficient interactions of the students.

Statement of the Problem

The importance of Christian Religious Studies in daily life is recognized  worldwide and as a result of this, the subject has been given a special place in the school curriculum. However, students‘ poor performance in Christian Religious Studies is globally known, Somalia not being different. Morris and Arore (1992) contend that the problem of students‘ poor performance in Christian Religious Studies is not confined to any one country but universal. In response to this global problem, researchers in various countries investigated its root causes. Miheso (2002) carried out a research on the factors affecting Christian Religious Studies performance among secondary school students in Nairobi Province, Kenya, while Wasiche (2006) conducted a research on the teaching techniques that enhance students‘ performance in Christian Religious Studies in selected public secondary schools in Nigeria. The study contended that Nigeria could have unique challenges compared to other countires. Unfortunately, no systematic research addressing the problem has been carried out in Nigeria general and Ekiti state  in particular. It is view of this gap that the researcher designed and conducted this study, which focused on the causes of students mass failure in C.R.S in junior secondary schools.

1.3 Purpose of the Study

The purpose of this study was to identify and investigate the causes of students mass failure in C.R.S in junior secondary schools in Ikere Local Government Area of Ekiti State.

1.4 Objectives of the Study

The objectives of this study were:

  1. a) To find out the teacher characteristics contributing to students‘ mass failure in Christian Religious Studies.
  2. b) To identify common methods used in teaching Christian Religious Studies that influence students mass failure in Christian Religious Studies.
  3. c) To establish types of teaching resources used by Christian Religious Studies teachers that contribute to students mass failure in Christian Religious Studies.
  4. d) To establish students‘ attitudes towards Christian Religious Studies that influence their mass failure in the subject.
  5. e) To find out other factors which influence secondary school students mass failure in Christian Religious Studies.

1.5     Research Questions

The study attempted to answer these questions:

  1. a) What teacher characteristics causes students mass failure in Christian Religious Studies?
  2. b) Which methods used in teaching Christian Religious Studies contribute to student’s mass failure in Christian Religious Studies?
  3. c) Which resources are used in teaching Christian Religious Studies contribute to student’s mass failure in Christian Religious Studies?
  4. d) What are the student’s attitudes towards Christian Religious Studies that contribute to their mass failure in the subject?
  5. e) What other factors influence students mass failure in Christian Religious Studies?

1.6     Significance of the Study

The aim of this study, which focused on the causes of mass failure of student’s performance in Christian Religious Studies is to contribute towards the enhancement of teaching and learning of secondary school Christian Religious Studies. The findings of the study are therefore significant to:

  1. a) Policy makers: The findings of the study will assist the educational policy makers to reconsider the existing teacher training programmes.
  2. b) Educational administrators: The findings will sensitize them to harmonize curriculum for teaching institutions and teaching policies.
  3. c) Christian Religious Studies teachers: The findings will provide them guidance on the selection of suitable methods and resources for teaching and learning Christian Religious Studies.
  4. d) Christian Religious Studies researchers: They will use this study as the basis for further study in Christian Religious Studies education

 

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