Project – Impact of Moral Instruction in Christian Religious Studies on Students’ Behaviour in Some Selected Secondary Schools in Lagos State

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Moral development among secondary school students has become a major concern in Nigeria due to increasing cases of indiscipline, truancy, cultism, examination malpractice, drug abuse, and other forms of antisocial behaviour. Schools, which are expected to serve as centres for character formation, are now witnessing a decline in moral values among students, especially adolescents who are at a critical stage of personality development. This situation has raised questions about the effectiveness of moral education in the school system.

Christian Religious Studies (CRS) is one of the core subjects in Nigerian secondary schools designed not only to provide academic knowledge of the Bible and Christian doctrines but also to inculcate moral values that promote responsible behaviour. The subject emphasizes virtues such as honesty, obedience, love, humility, forgiveness, respect for authority, and peaceful coexistence. These values are derived from the life and teachings of Jesus Christ and other biblical characters, which serve as moral guides for students’ conduct in society.

Historically, CRS was given a central position in the Nigerian educational curriculum during the missionary era because of its strong moral foundation. Even after the government takeover of schools, the subject remained relevant in shaping the character of learners. According to educational scholars, CRS is intended to develop in students the ability to make moral judgments, respect human dignity, and contribute positively to societal development.

Despite these objectives, there are growing concerns that the teaching of CRS may not be achieving its intended impact on students’ behaviour. Many students still engage in unethical practices such as bullying, dishonesty, disrespect for teachers, and involvement in social vices. This situation suggests a possible gap between the moral instruction provided in CRS and the actual behavioural outcomes observed among students.

Several factors may be responsible for this gap, including teaching methods, lack of instructional materials, poor reinforcement of moral lessons at home, and negative peer influence. Additionally, the modern societal environment, characterized by technological exposure and weakening family values, may also reduce the effectiveness of moral instruction in schools.

In Ikeja Local Government Area of Lagos State, secondary schools are faced with diverse student populations and varying behavioural challenges. It is therefore important to examine whether moral instruction embedded in CRS has a significant influence on students’ behaviour in these selected schools. This study seeks to explore the extent to which CRS contributes to shaping students’ moral conduct and character formation in the study area.

1.2 Statement of the Problem

Christian Religious Studies (CRS) was introduced into the Nigerian secondary school curriculum primarily to inculcate moral values and promote ethical behaviour among students. The subject is expected to guide students toward developing positive attitudes such as honesty, discipline, respect, responsibility, and obedience to societal rules. However, despite these noble objectives, there is increasing concern that many secondary school students still exhibit poor moral behaviour.

Cases of indiscipline such as examination malpractice, truancy, disrespect for school authority, cultism, bullying, lying, and immoral behaviours are still prevalent among students. This raises serious questions about the effectiveness of moral instruction in CRS in influencing students’ behaviour positively.

Although CRS teaches moral principles derived from biblical teachings, there appears to be a gap between what is taught in classrooms and the actual behaviour of students outside the classroom. It is unclear whether students truly understand, internalize, and practice the moral lessons taught in CRS or whether these lessons are simply treated as academic content for examination purposes.

Furthermore, factors such as inadequate teaching strategies, lack of qualified CRS teachers, poor learning environment, and strong negative peer and societal influences may be affecting the effectiveness of moral instruction in CRS. These challenges may limit the subject’s ability to achieve its intended goal of moral transformation among students.

It is against this background that this study investigates the impact of moral instruction in Christian Religious Studies on students’ behaviour in selected secondary schools in Ikeja, Lagos State.

1.3 Objective of the Study

The main objective of this study is to examine the impact of moral instruction in Christian Religious Studies on students’ behaviour in secondary schools in Ikeja, Lagos State.

Specifically, the study seeks to:

1. Determine the extent to which CRS moral instruction influences students’ behaviour.
2. Examine the relationship between CRS teachings and students’ moral conduct.
3. Identify factors affecting the effectiveness of moral instruction in CRS.
4. Assess whether students apply moral lessons learned from CRS in their daily behaviour.

1.4 Research Question

The study is guided by the following research question:

1. To what extent does CRS moral instruction influence students’ behaviour?
2. What is the relationship between CRS teachings and students’ moral conduct?
3. What factors affect the effectiveness of moral instruction in CRS?
4. To what extent do students apply the moral lessons learned from CRS in their daily behaviour?

1.5 Research Hypothesis

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

H₀: There is no significant relationship between moral instruction in Christian Religious Studies and students’ behaviour in secondary schools in Ikeja, Lagos State.

1.6 Significance of the Study

This study will be beneficial to students, teachers, school administrators, curriculum planners, and the society at large.

• Students will benefit by becoming more aware of the moral values embedded in CRS and how these values can guide their behaviour.
• Teachers will gain insight into more effective methods of teaching moral instruction in CRS.
• School administrators will understand how CRS can be better utilized for discipline and character formation in schools.
• Curriculum planners will be guided on how to improve CRS content to enhance moral development.
• Society will benefit from the production of morally upright students who can contribute positively to national development.

1.7 Scope of the Study

This study is limited to selected secondary schools in Ikeja Local Government Area of Lagos State. It focuses on the impact of moral instruction in Christian Religious Studies on students’ behaviour, particularly in relation to discipline, obedience, honesty, and social conduct.

Project – Impact of Moral Instruction in Christian Religious Studies on Students’ Behaviour in Some Selected Secondary Schools in Lagos State