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A Proposal on the Impact of CRS in the Moral Development of the Nigerian Child. A Case Study of Apapa Local Government Area of Lagos State.

Abstract

 The study will investigate the Impact of CRS in the moral development of the Nigerian Child. A case study of Apapa Local government Area of Lagos state. The following objectives will be used for the study: To examine the relationship between Christian religious studies (CRS) and the level of morality among pupils in Apapa local government of Lagos state, to determine the effect of Christian religious studies on the behavioural pattern of pupils in Apapa local government of Lagos State and to investigate on factors affecting the effective implementation and teaching of CRS in most schools in most of the Nigerian societies. The method of data analysis that will be used by the researcher is the simple percentage. More so, percentage and degrees of the responses will also be used in the analysis. Here, the ratio of those whose responses were not in the affirmative will be found and conclusions will be drawn there upon.  Representations of the level of responses will be made in tabular form. The Statistical Package for Social Sciences (SPSS) software will be used to test the hypotheses.

Chapter one – Objectives of the Study

The following objectives will be determined:

1.  To examine the relationship between Christian religious studies (CRS) and the level of morality among pupils in Apapa local government of Lagos state.

2.  To determine the effect of Christian religious studies on the behavioural pattern of pupils in Apapa local government of Lagos State.

3.  To investigate on factors affecting the effective implementation and teaching of CRS in most schools in most of the Nigerian societies.

Chapter 2 – Literature Review

The subject is also taught at the senior secondary school level. Adeyinka, Okeke and Orebanjo (1991) identified the objectives of CRK as:

  1. To provide opportunity for the students to learn more about God and further grow in faith in God
  2. To enable students accept Christ as their Saviour
  3. To enable students accept the guidance of the Holy Spirit in their daily activities
  4. To enable students accept Christ as the founder and sustainer of the Christian church
  5. To help students understand the basic teachings of Christ and to apply these to their daily lives and work
  6. To develop and foster in the lives of the students values such as humility, respect, love, kindness, justice, fair-paly, spirit of forgiveness, obedience, devotion to duty, orderly behaviour and selfless service to God and humanity
  7. To prepare the youth for higher education and for service within the community

The Junior Secondary CRK syllabus has been designed to enable learners to acquire the values state above. Some of the contents in the syllabus through which the expected values can be acquired are:

  1. Important values in human relationship. This concept defines the meaning of values and identifies some important values in human relationship i.e. love, unity, forgiveness, endurance, peace, patience, cooperation etc.
  2. Sharing of hope, interest and fear. The concept teaches open-mindedness and friendliness. It encourages students to share their hope, interest and fear with others rather than living a solitary life.
  3. Parable about our attitude to possessions. The parable of the rich fool, the rich man and Lazarus are related to learners. This is to teach about the danger of craze for wealth and the need for them to assist others with their possessions.
  4. The unfaithfulness of Ananias and Saphira. Students are to learn this story and bring out the moral lessons which include: danger of unfaithfulness, repercussion of lying and the need for truthfulness.
  5. Unity and charity in the early church. This concept teaches the importance of unity among Christians. It also encourages learners to be hospitable by sharing whatever they have with others. The concepts identified above show that the CRK syllabus for JSS contains relevant moral issues and instructions that can assist learners to acquire values that are cherished in the society. However, the conduct of some secondary school students in Nigeria shows that the teaching of moral values in the school has little or no effect on the learners

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