Project – The Influence of Christian Religious Studies on Moral Behaviour and Academic Discipline among Secondary School Students in Asokoro, Abuja

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Christian Religious Studies (CRS) is a core subject in the Nigerian secondary school curriculum designed to inculcate moral values, ethical standards, and spiritual awareness among students. It is rooted in biblical teachings and aims at shaping learners into responsible citizens who demonstrate discipline, integrity, and respect for societal norms. CRS is not only concerned with cognitive learning but also with affective transformation, particularly in the areas of moral behaviour and character formation.

In contemporary Nigerian society, there is growing concern about the decline in moral standards among young people, especially secondary school students. Issues such as examination malpractice, indiscipline, truancy, disrespect for authority, bullying, and substance abuse have become increasingly prevalent. Scholars have argued that education without moral grounding leads to academic success without character development (Okafor, 2016). In this regard, CRS is expected to play a corrective role by reinforcing biblical principles such as honesty, obedience, humility, and self-control.

According to Adeyemi (2018), CRS serves as a moral compass that guides students toward acceptable behavioural standards in both school and society. Through the study of biblical narratives, commandments, and the teachings of Jesus Christ, students are exposed to value-based education that emphasizes righteousness and accountability. However, the effectiveness of CRS in achieving these outcomes largely depends on how it is taught and the extent to which students internalize the lessons.

In many Nigerian secondary schools, including those in urban areas such as Asokoro in Abuja, CRS is taught using different instructional methods ranging from lecture-based approaches to discussion, storytelling, and question-and-answer techniques. Despite its moral importance, there is increasing concern that students still exhibit poor moral behaviour and weak academic discipline even after several years of CRS instruction. This raises questions about whether CRS is effectively influencing students’ behaviour or whether other social factors such as peer pressure, media influence, and family background are overriding its impact.

Furthermore, research has shown that while CRS has the potential to shape moral behaviour, its effectiveness may be limited by inadequate teaching methods, lack of student engagement, and insufficient reinforcement of moral lessons in school environments (Eze & Nwankwo, 2019). Therefore, there is a need to critically examine the actual influence of CRS on students’ moral behaviour and academic discipline, particularly in secondary schools in Asokoro, Abuja.

1.2 Statement of the Problem

Despite the inclusion of Christian Religious Studies in the secondary school curriculum in Nigeria, there has been persistent concern about the moral behaviour and academic discipline of students. In Asokoro, Abuja, teachers and parents have observed that many students still engage in acts of indiscipline such as lateness to school, disrespect for school authority, poor academic commitment, and involvement in unethical behaviours.

This situation is worrisome because CRS is expected to serve as a foundational subject that promotes moral uprightness and disciplined academic behaviour. However, the increasing rate of moral decay among students suggests that the intended objectives of CRS may not be fully achieved. Some students appear to learn CRS only for examination purposes without translating its teachings into real-life behaviour.

Another major issue is the possible disconnect between CRS instruction and students’ lived experiences. While CRS emphasizes moral principles such as truthfulness, obedience, and diligence, many students are influenced more by peer groups, social media, and environmental factors that contradict these values. This raises doubts about the actual influence of CRS on students’ moral and academic discipline.

Furthermore, there is limited empirical evidence specifically focusing on the influence of CRS on students’ behaviour in Asokoro, Abuja. Most available studies are generalized and do not reflect the unique educational and social environment of the area. Therefore, this study seeks to fill this gap by investigating whether CRS truly influences moral behaviour and academic discipline among secondary school students in Asokoro, Abuja.

1.3 Purpose of the Study

The main purpose of this study is to examine the influence of Christian Religious Studies on moral behaviour and academic discipline among secondary school students in Asokoro, Abuja.

Specifically, the study seeks to:

1. Determine the extent to which CRS influences students’ moral behaviour.
2. Assess the impact of CRS on students’ academic discipline.
3. Examine students’ perception of CRS as a moral and disciplinary subject.

1.4 Research Questions

The following research questions guide the study:

1. How does Christian Religious Studies influence the moral behaviour of secondary school students?
2. What is the impact of CRS on students’ academic discipline?
3. How do students perceive the role of CRS in shaping their behaviour and discipline?

1.5 Research Hypothesis

The following null hypothesis will be tested at 0.05 level of significance:

H₀: There is no significant relationship between Christian Religious Studies and the moral behaviour and academic discipline of secondary school students in Asokoro, Abuja.

1.6 Significance of the Study

This study will be beneficial to various stakeholders in the education sector. Teachers will gain insights into how CRS can be more effectively used to shape students’ behaviour. School administrators will understand the importance of reinforcing moral instruction in schools. Curriculum planners will benefit from findings that may guide improvements in CRS curriculum design. Students will also benefit by becoming more aware of the moral expectations embedded in CRS. Additionally, the study will contribute to existing academic literature on moral education in Nigeria.

1.7 Scope of the Study

This study focuses on the influence of Christian Religious Studies on moral behaviour and academic discipline among secondary school students. It is limited to selected secondary schools in Asokoro, Abuja, Nigeria.

1.8 Operational Definition of Terms

• Christian Religious Studies (CRS): A subject that teaches biblical principles, Christian values, and moral lessons in secondary schools.
• Moral Behaviour: The conduct of students in accordance with accepted ethical and social standards such as honesty, respect, and responsibility.
• Academic Discipline: The ability of students to maintain order, focus, obedience to school rules, and commitment to academic work.
• Influence: The effect or impact of CRS on students’ behaviour and discipline.

Project – The Influence of Christian Religious Studies on Moral Behaviour and Academic Discipline among Secondary School Students in Asokoro, Abuja