AVAILABILITY OF QUALIFIED TEACHERS IN EFFECTIVE TEACHING AND LEARNING OF CHRISTIAN RELIGIOUS STUDIES IN PUBLIC SCHOOLS
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AVAILABILITY
OF QUALIFIED TEACHERS IN EFFECTIVE TEACHING AND LEARNING OF CHRISTIAN RELIGIOUS
STUDIES IN PUBLIC SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 Background of 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 CRS 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- rise 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 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 public schools
1.3
OBJECTIVE OF THE STUDY
The
objectives of the study are;
1. To ascertain the impact of non availability
of qualified teachers in teaching of CRS
2. To ascertain the relationship between
qualified teachers in CRS and academic performance of student
3. To ascertain the role play by the CRS in the
life of a student
1.4 RESEARCH
HYPOTHESES
For the
successful completion of the study, the following research hypotheses were
formulated by the researcher;
H0: there is
no relationship between qualified teachers in CRS and academic performance of
student
.H1: there
is a relationship between qualified teachers in CRS and academic performance of
student
H02: there
is no impact of non availability of qualified teachers in teaching of CRS.
H2: there is
impact of non availability of qualified teachers in teaching of CRS.
1.5
SIGNIFICANCE OF THE STUDY
The study
would be beneficial to students, teachers, religious instructors, curriculum
planners, educational administrators, researchers and textbook authors. To
students, the study would help to improve their understanding of CRS and thus
adjust properly in the society through active participation in the classroom
leaning which stimulate their interest and change the negative perceptions they
already have in learning CRS and this invariably help them to develop the
affective domain of knowledge in secondary schools. They would equally perform
better in internal and external examinations without depending on examination
malpractice which have been the problem in the educational sectors. This is
because the student stands a chance of becoming masters on their own through
involvement in different roles in the classroom. The findings of the study
would help teachers to have an insight into the meaning, application and
problems of using role play method of teaching and thus change their method
when the need arises for proper students’ achievement and interest in CRS in
secondary schools. The relevance of effective method in the implementation of
Christian religious studies in secondary school would be made known to teachers
as they are the chief implementer of planned curriculum of schools. This could
be done by teachers observing the students performing their roles and equally
identifies the individual’s problem in using the method in the teaching and
learning of CRS in secondary schools
1.6 SCOPE AND LIMITATION OF THE STUDY
The scope of
the study covers availability of qualified teachers in effective teaching and
learning of Christian religious studies in public schools. The researcher
encounters some constrain which limited the scope of the study;
a) AVAILABILITY OF RESEARCH MATERIAL: The
research material available to the researcher is insufficient, thereby limiting
the study
b) TIME: The
time frame allocated to the study does not enhance wider coverage as the
researcher has to combine other academic activities and examinations with the
study.
c)
Organizational privacy: Limited Access to the selected auditing firm makes it
difficult to get all the necessary and required information concerning the
activities.
1.7 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.
1.8
ORGANIZATION OF THE STUDY
This
research work is organized in five chapters, for easy understanding, as follows
Chapter one
is concern with the introduction, which consist of the (overview, of the
study), historical background, statement of problem, objectives of the study,
research hypotheses, significance of the study, scope and limitation of the
study, definition of terms and historical background of the study. Chapter two
highlights the theoretical framework on which the study is based, thus the
review of related literature. Chapter three deals on the research design and
methodology adopted in the study. Chapter four concentrate on the data
collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and
recommendations made of the study
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