THE FACTORS RESPONSIBLE FOR SECONDARY SCHOOL STUDENT POOR PERFORMANCE IN CHRISTIAN RELIGIOUS STUDIES (A CASE STUDY OF ENUGU STATE)
CHAPTER ONE
INTRODUCTION
The Christian Religious Education has emerged as a subject of prime importance in Nigerian schools. Its value in the school curriculum is unique among other subjects. The teaching of Christian Religious Knowledge in Primary schools in Nigeria can be dated back to the first half of the nineteenth-century when the Christian missionaries established the first school in Badagry in 1842. This form of education spread to the North in the early 19th century and CRK was taught in the schools. At the early period, proprietors of schools were the Christian missionaries (Methodist, Church Missionary Society (CMS), and Roman Catholic who considered CRK as an important subject to be taught in schools. Since then, Christian Religious education has occupied a prominent position in Nigerian school curriculum till date. The view was asserted by Onovughe 2008. In recognition of the value attached to the subject the subject was not only offered in the primary school alone but also in all levels of institution in Nigeria. Religious training and moral instruction was considered as fundamental to the development of sound education. The essence of teaching Christian religious education includes academic, moral; civil and spiritual objectives. In Christian religious education it is obvious that pupils are taught the way of life. Thus the teaching of the subject instils discipline and obedience in the products. The study of CRK will enable pupils to learn the tenets of the faith and to live a life that is that is pleasing to God. CRK therefore is aimed at producing (training) persons who will be fit or equipped for religious and social responsibility. Thus the focus of CRK curriculum among other things is for pupil’s moral training and academic pursuance. From the above observations, it is understood that Christian Religious Education is not only a subject to learn, but also a way of life, but what is not clear, is whether the teaching of this subject has made any meaningful impact on the students who learn it and on the Nigerian society as a whole. Moreover it can be seen that there is little relationship between what is learned in C.R.K classes and the C.R.K. graduates’ lives at home, as now one hears of so much evil, indiscipline and moral decadence in Nigerian society. C. M. 2000 lament on the Moral decadence in our institution as a result of religious Education. A look at Christian religious examination as if the Objective in the subject are of shows that these objectives are not achieved. Parents are misguided with the belief that any teacher can teach CRK, the authority concerned does not bother to recruit qualified CRK teachers. The pupils too were misguided with the assumption that CRK is simple to pass since they are Christians and can read Bible. This has adverse effect on Religious in Nigeria. This is mostly the practice in Primary and Secondary. This is why pupils will be non chalet. The goal of teaching CRK as a subject in our schools is to develop the morals of the individuals and the society as a whole. In other words, the aim of teaching CRK in Nigerian schools is to develop the pupil’s character and moral training which will enable them to have sound attitude. In Nigerian society, many parents and educationists have aired their views on the respect for moral decadence of their Children. This has made some parents to doubt the credibility of CRK in the Primary school’s curriculum as an agent of moral-upbringing. It is in the light of this, that the author attempts to find what could have been the problems of implementing the curriculum.
