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AN EXAMINATION OF THE EFFECT OF CHRISTIAN RELIGIOUS STUDIES ON MORAL DEVELOPMENT OF PUPILS

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The role of religious education in shaping moral development has been a subject of extensive scholarly inquiry, particularly in the context of Christian Religious Studies (CRS) and its influence on young learners. Moral development, as conceptualized by Kohlberg (1981), involves progressive stages of ethical reasoning, which can be nurtured through structured educational interventions. Recent studies suggest that CRS contributes to moral formation by instilling values such as honesty, empathy, and altruism in pupils (Nwosu & Ede, 2020). The integration of biblical teachings and ethical principles in school curricula has been found to reinforce prosocial behaviors among children, thereby fostering a sense of responsibility and community-mindedness (Adeyemo, 2019).

In Nigeria, where Christianity plays a dominant role in societal norms, CRS is a core subject in both public and private primary schools (Ogunode & Abigeal, 2021). Research indicates that pupils exposed to CRS demonstrate higher levels of moral reasoning compared to those who are not (Okeke & Ezenwa, 2022). This is attributed to the subject's emphasis on virtues such as love, forgiveness, and justice, which align with universal moral standards (Uche & Onuoha, 2023). Furthermore, CRS provides a framework for pupils to internalize ethical decision-making processes, which are critical in adolescence and adulthood (Ezegbe, Akubue, & Ede, 2021).

However, the effectiveness of CRS in moral development is sometimes contested. Some scholars argue that moral growth is influenced by multiple factors, including family background, peer influence, and socio-cultural environment, which may diminish the exclusive impact of religious education (Adegboyega, 2020). Additionally, in pluralistic societies, the predominance of Christian teachings in schools may raise concerns about inclusivity and the marginalization of non-Christian pupils (Onyekuru & Njoku, 2023). Despite these debates, empirical evidence supports the notion that CRS enhances moral cognition and behavior, particularly when taught using interactive and participatory methodologies (Ekwueme & Okechukwu, 2022).

Globally, studies in Western and African contexts reveal similar trends. In the United States, research by Jeynes (2018) found that students in faith-based schools exhibited stronger moral outcomes than their counterparts in secular institutions. Similarly, in Kenya, CRS has been linked to reduced delinquency and improved ethical conduct among primary school pupils (Mwangi & Karanja, 2021). These findings underscore the cross-cultural relevance of religious education in moral pedagogy. Given the increasing moral decadence observed in contemporary society, including rising cases of bullying, dishonesty, and disrespect among schoolchildren, the need for effective moral instruction through CRS becomes more pressing (Okafor & Eze, 2023).

This study seeks to contribute to the existing literature by examining the specific ways CRS influences moral development among primary school pupils in Nigeria. By analyzing empirical data from selected schools, the research aims to provide evidence-based recommendations for curriculum developers and policymakers. The findings will also be relevant to educators and parents who are keen on fostering moral integrity in children through religious and value-based education (Ugwuanyi & Eze, 2022).

1.2 Statement of the Problem

Despite the widespread inclusion of Christian Religious Studies (CRS) in school curricula, there is a growing concern about the declining moral standards among pupils in primary schools. Incidents of unethical behavior, such as cheating, aggression, and disrespect, suggest a possible gap in the effectiveness of CRS in instilling moral values (Nwankwo & Okafor, 2021). While some studies affirm the positive impact of CRS on moral development, others argue that external factors such as media influence and peer pressure may undermine its effectiveness (Akinpelu & Adesina, 2022). This study, therefore, seeks to investigate the extent to which CRS contributes to the moral development of pupils and whether its current pedagogical approaches are sufficient in addressing contemporary moral challenges.

1.3 Objectives of the Study

The main objective of this study is to determine the effect of Christian Religious Studies on the moral development of primary school pupils.

Specific objectives include:
i. To evaluate the impact of CRS on pupils' understanding of moral values such as honesty and empathy.
ii. To determine the relationship between CRS instruction and pupils' ethical decision-making.
iii. To find out the challenges affecting the effectiveness of CRS in fostering moral development among pupils.

1.4 Research Questions

i. What is the impact of Christian Religious Studies on pupils' understanding of moral values?
ii. What is the relationship between CRS instruction and pupils' ethical decision-making?
iii. How does CRS address the moral challenges faced by primary school pupils?

1.5 Research Hypotheses

Hypothesis I
H₀: There is no significant impact of CRS on pupils' understanding of moral values.
H₁: There is a significant impact of CRS on pupils' understanding of moral values.

Hypothesis II
H₀: There is no significant relationship between CRS instruction and pupils' ethical decision-making.
H₂: There is a significant relationship between CRS instruction and pupils' ethical decision-making.

Hypothesis III
H₀: There is no significant effect of CRS in addressing moral challenges among pupils.
H₃: There is a significant effect of CRS in addressing moral challenges among pupils.

1.6 Significance of the Study

This study is significant as it provides empirical evidence on the role of CRS in moral development, aiding curriculum planners in enhancing religious education. It also benefits teachers by suggesting effective teaching strategies for moral instruction. Parents and guardians will gain insights into the importance of reinforcing religious teachings at home. Additionally, policymakers can use the findings to advocate for improved CRS implementation in schools (Okafor & Eze, 2023).

1.7 Scope of the Study

The study focuses on primary school pupils in selected public and private schools in Nigeria. It examines the influence of CRS on moral development while considering factors such as teaching methods, curriculum content, and pupils' socio-cultural backgrounds.

1.8 Limitations of the Study

Potential limitations include sample size constraints and possible bias in self-reported data from pupils. Additionally, external influences such as family upbringing and media exposure may affect moral development but are not the primary focus of this study.

1.9 Definition of Terms

Christian Religious Studies (CRS): A school subject that teaches Christian doctrines, biblical stories, and ethical principles.

Moral Development: The process through which individuals acquire values, reasoning, and behaviors aligned with societal ethics.

Pupils: Primary school children typically between the ages of 6 and 12.

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