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Full Project – AN EVALUATION OF THE IMPLEMENTATION OF CHRISTIAN RELIGIOUS KNOWLEDGE CURRICULUM IN PRIMARY SCHOOLS

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CHAPTER ONE

INTRODUCTION

1.1. Background to the Study

The implementation of Christian Religious Knowledge (CRK) in primary schools has long been a subject of educational discourse. This subject, rooted in the Christian faith, seeks to instill moral values, spiritual development, and a deeper understanding of religious teachings among young learners. According to Okeke (2019), the CRK curriculum is an essential component of the Nigerian primary education system, aimed at promoting ethical behavior and religious tolerance. However, despite its importance, various studies have highlighted challenges in its implementation. These challenges include inadequate teacher training, insufficient instructional materials, and societal factors that hinder the effective delivery of the curriculum.

The first challenge in implementing the CRK curriculum in primary schools is the lack of well-trained and qualified teachers. Many teachers tasked with delivering religious education lack formal training in Christian theology or pedagogical skills specific to the subject. Adebayo (2018) emphasizes that many primary school teachers are not sufficiently equipped to engage students in a meaningful exploration of Christian religious knowledge. Without proper training, teachers struggle to effectively convey the teachings of Christianity in a way that resonates with students, often resulting in a superficial understanding of the material.

In addition to teacher qualifications, the availability of instructional materials plays a significant role in the successful implementation of the CRK curriculum. According to Uche & Obasi (2020), the scarcity of age-appropriate textbooks, visual aids, and other learning resources hinders students’ ability to fully engage with the subject matter. Inadequate resources also make it difficult for teachers to adopt interactive and student-centered teaching methods. The lack of such materials can lead to a monotonous approach to teaching CRK, where the focus is on rote learning and memorization rather than deeper exploration and critical thinking.

Another factor influencing the implementation of the CRK curriculum is the diverse religious backgrounds of students in many primary schools. As noted by Akpan (2017), Nigeria is a multicultural and multi-religious society, with students from various religious traditions attending the same schools. This diversity can sometimes result in tensions when teaching Christian religious concepts to non-Christian students. Teachers must navigate these sensitivities carefully, balancing the need to impart Christian knowledge with the respect for the religious beliefs of others. This can be particularly challenging in public schools, where religious neutrality is often a concern.

Furthermore, the societal and cultural context within which the CRK curriculum is implemented also affects its effectiveness. Research by Igwe & Osuagwu (2021) suggests that societal values and the level of religious involvement in the home significantly impact how students engage with the curriculum. In communities where religion is highly valued, students tend to be more receptive to CRK lessons. However, in secular or non-Christian homes, students may display less interest, which can make it challenging for teachers to generate enthusiasm for the subject. Moreover, societal pressures, including the growing influence of secular media, have been found to undermine the religious values that CRK seeks to impart.

Finally, the policy environment and governmental support play a critical role in the successful implementation of the CRK curriculum. Government policies regarding education often dictate the scope and depth of the curriculum, as well as the resources allocated for its delivery. According to Sani (2019), despite the recognition of the importance of religious education in national curricula, there is often a disconnect between policy formulation and its practical implementation. Lack of funding, inconsistent curriculum updates, and the failure to evaluate teaching outcomes contribute to the challenges faced in delivering Christian religious knowledge effectively. Comprehensive policy reviews and enhanced governmental support are essential for overcoming these barriers.

1.2. Statement of the Problem

The purpose of this study is to evaluate the implementation of the Christian Religious Knowledge (CRK) curriculum in primary schools, specifically examining the challenges and successes encountered during its delivery. CRK, a vital component of the educational framework in many countries, especially in religiously diverse settings like Nigeria, aims to foster spiritual growth, ethical behavior, and moral development in young learners. However, there is a growing concern about the effectiveness of its implementation in primary schools, as various factors, such as teacher preparedness, availability of resources, and socio-cultural influences, may hinder the curriculum’s success. This study seeks to explore these factors in detail, providing an in-depth understanding of the issues that affect the quality and impact of CRK education in primary schools.

The research will focus on several key aspects of CRK implementation, including the qualifications of teachers delivering the curriculum, the availability of instructional materials, and the role of religious diversity among students. Teacher preparation is critical for the success of any curriculum, and previous studies have indicated that many CRK teachers may not possess the specialized training required to teach the subject effectively. By assessing the qualifications and professional development of teachers, this study will determine how these factors influence the quality of CRK instruction and the students’ learning outcomes. Furthermore, the study will investigate whether the availability of age-appropriate textbooks, visual aids, and other learning materials plays a role in enhancing or limiting the delivery of CRK.

Another significant focus of this study will be the impact of religious diversity in primary schools on the implementation of CRK. Given that Nigeria and many other countries are home to various religious groups, it is crucial to explore how CRK is taught in schools where students from different religious backgrounds coexist. This study will assess whether teachers can navigate these religious differences and maintain inclusivity while effectively teaching Christian religious concepts. The study will also explore the perceptions and attitudes of non-Christian students towards CRK, as well as how these attitudes may influence their engagement with the subject.

In addition to religious diversity, societal and cultural factors will be examined to determine their effect on CRK implementation. It has been noted that family background, cultural values, and media influence can significantly shape students’ attitudes towards religious education. For instance, students from religiously active families may demonstrate a more favorable attitude towards CRK, while those from secular or non-religious households may show less interest. This study will explore how such factors influence students’ reception of the CRK curriculum and whether they affect the overall learning experience.

Moreover, the study will assess the role of government policies and the educational infrastructure in the effective implementation of the CRK curriculum. Despite the recognition of CRK as an important part of the educational system, the allocation of resources, curriculum updates, and policy enforcement remain inconsistent in many regions. This study will investigate how these systemic issues contribute to the challenges faced by schools in delivering a comprehensive CRK education. The findings will provide insights into how policy changes and increased government support can improve the implementation process.

Lastly, the study will aim to provide recommendations for improving the implementation of the CRK curriculum in primary schools. By analyzing the challenges and successes identified during the research, this study will propose practical solutions for enhancing teacher training, increasing the availability of instructional materials, and fostering a more inclusive and supportive environment for teaching religious knowledge. The ultimate goal is to ensure that the CRK curriculum is implemented effectively, thereby achieving its intended outcomes of moral and spiritual development among primary school students.

1.3. Aim and Objectives of the study

The aim of the study is to examine an evaluation of the implementation of christian religious knowledge curriculum in primary schools. The specific objectives are:

1. To assess the effectiveness of the current Christian religious knowledge curriculum in meeting the educational needs of primary school students.
2. To identify any challenges or barriers faced by teachers in implementing the Christian religious knowledge curriculum in primary schools.
3. To evaluate the impact of the Christian religious knowledge curriculum on students’ understanding and appreciation of Christian values and beliefs.
4. To gather feedback from students, teachers, and parents on their perceptions of the Christian religious knowledge curriculum and its relevance in primary education.

1.4. Research Questions

The research questions are buttressed below:

1. How effective is the current Christian religious knowledge curriculum in meeting the educational needs of primary school students?
2. What challenges or barriers do teachers face in implementing the Christian religious knowledge curriculum in primary schools?
3. What is the impact of the Christian religious knowledge curriculum on students’ understanding and appreciation of Christian values and beliefs?
4. What are the perceptions of students, teachers, and parents regarding the relevance of the Christian religious knowledge curriculum in primary education?

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