Project – A study of the role of Christian Religious Education in students morality among students

CHAPTER ONE

INTRODUCTION

• Background to the Study

The importance of religious education in shaping the moral behavior of students has been a subject of significant interest in educational research. Christian Religious Education (CRE), specifically, has been regarded as a fundamental component of moral development in students, particularly in regions where Christianity is a dominant faith. In Nigerian universities, including Kaduna State University (KASU), CRE plays a vital role in instilling ethical values, promoting good character, and guiding students in their personal and academic lives. Researchers have suggested that religious education offers moral teachings that help students develop virtues such as integrity, empathy, honesty, and respect for others (Ajayi, 2012; Okoro, 2017).

One of the foundational arguments for the importance of CRE in moral development is the belief that religious teachings provide clear moral guidelines and frameworks for students to live by. According to Akinpelu (2013), Christian teachings emphasize the need for students to cultivate virtues that align with biblical principles, such as love, patience, kindness, and forgiveness. These values, when internalized, can contribute significantly to shaping students’ behavior both within and outside the academic environment. For instance, students exposed to the moral teachings of Christianity are likely to exhibit higher levels of responsibility, honesty, and fairness in their dealings with others (Peters, 2015). In the context of Kaduna State University, Kafanchan, where students come from diverse backgrounds, CRE provides a unifying moral framework that helps bridge differences and foster a sense of community.

Additionally, studies have shown that the presence of religious education in university curricula has a positive effect on students’ ethical decision-making abilities. Christian Religious Education not only teaches students what is morally right but also encourages them to apply these values in their day-to-day interactions. According to Obasi (2016), religious education helps students develop critical thinking skills that enable them to make morally sound decisions in complex situations. By engaging with biblical narratives, parables, and ethical teachings, students learn to evaluate situations from a moral standpoint and choose actions that reflect Christian principles. This practical application of moral teachings is crucial in the development of a student’s character, as it equips them with the ability to navigate the ethical challenges they may face in university life and beyond.

In contrast, some scholars argue that the moral impact of CRE in universities might be limited due to various factors, including the lack of proper implementation and the diverse religious composition of the student body. According to Eze (2014), while CRE is designed to cultivate moral uprightness, its effectiveness in actualizing moral development is sometimes hindered by the superficial nature of instruction and the lack of consistent reinforcement. In many cases, students may attend religious education classes without fully engaging with the moral teachings, and as a result, the intended outcomes are not realized. Furthermore, the influence of secular values and peer pressure can sometimes overshadow the moral principles taught in religious education classes, particularly in a multi-religious setting like Kafanchan, where students may come from varying religious backgrounds and belief systems (Tunde & Jibola, 2018).

Moreover, the role of Christian Religious Education in shaping students’ morality is further complicated by the changing social and cultural dynamics in Nigerian universities. In a rapidly globalizing world, students are often exposed to a range of cultural practices and ethical standards that may conflict with the values traditionally taught in religious education. For example, the prevalence of materialism, individualism, and moral relativism among contemporary students poses a challenge to the effectiveness of CRE in promoting moral behavior. However, some researchers argue that Christian education has the potential to counterbalance these negative influences by providing students with a solid foundation in moral reasoning based on absolute truths and biblical doctrines (Adeyemi, 2019). This underscores the importance of adapting religious education to the contemporary realities of students’ lives while remaining rooted in Christian ethical traditions.

In conclusion, while the role of Christian Religious Education in shaping students’ morality at Kaduna State University, Kafanchan, is generally viewed as positive, the full realization of its potential depends on several factors, including the quality of instruction, student engagement, and the broader socio-cultural context. Theoretical and empirical studies indicate that CRE can significantly influence students’ moral development by providing a moral framework that guides ethical decision-making, promotes virtues, and fosters a sense of community. However, the challenges of multi-religious environments, secular influences, and the changing cultural landscape of Nigerian universities require a more nuanced approach to religious education. As such, the effectiveness of CRE in promoting moral values among students in Kafanchan and similar settings is contingent on continuous adaptation, improved pedagogy, and active engagement with students’ lived experiences (Okoro, 2017; Adeyemi, 2019).

• Statement of the Problem

The role of Christian Religious Education (CRE) in shaping the moral behavior of students has long been a subject of educational research, particularly in the context of universities where young adults undergo significant developmental changes. In Nigeria, where universities are home to students from diverse cultural and religious backgrounds, the role of CRE in moral education becomes even more critical. Specifically, at Kaduna State University (KASU), Kafanchan campus, the question arises as to whether CRE is effectively contributing to the moral development of students, especially given the complex socio-cultural dynamics and the academic pressures students face. While CRE is intended to foster virtues such as honesty, integrity, compassion, and respect, there is a growing concern about its actual impact on students’ ethical behavior both within and outside the academic environment.

Despite its inclusion in the university curriculum, there is limited empirical evidence on how Christian Religious Education influences the moral attitudes and behavior of students at KASU, Kafanchan. Previous studies have highlighted the positive theoretical relationship between religious education and moral behavior; however, the specific context of KASU requires further exploration. Are students, who are exposed to Christian religious teachings, demonstrating moral behaviors that align with the ethical values taught in their courses? Are the students at KASU applying these moral teachings in their academic, social, and personal lives, or are there discrepancies between the teachings and their actual behaviors? These questions underscore the need for a thorough investigation into the effectiveness of CRE in fostering moral development among university students.

Moreover, the multi-religious nature of the student body at KASU presents another challenge to the effectiveness of CRE in influencing students’ morality. Kafanchan, like many other parts of Nigeria, is home to students from diverse religious backgrounds, including Islam, Christianity, and traditional African beliefs. This diversity might create an environment where students’ ethical frameworks are shaped by a blend of religious teachings, potentially undermining the specific Christian moral values that CRE aims to instill. Consequently, it is unclear how students from non-Christian backgrounds perceive and internalize the moral lessons taught in CRE, and whether such teachings influence their moral decisions. Thus, the interfaith environment at KASU may influence the overall effectiveness of CRE in promoting moral values across a diverse student body.

Another concern is the potential disconnect between the theoretical content of CRE and its practical application in students’ daily lives. While the curriculum may present Christian teachings on virtues such as love, kindness, and patience, students may not always internalize these values in ways that manifest in their actions and interactions with peers, faculty, and staff. Previous research has suggested that religious education, when not engaging students actively or when taught in a rote manner, may have limited impact on moral behavior (Eze, 2014). Therefore, it is important to examine whether the mode of instruction in CRE at KASU is sufficiently interactive and relevant to students’ personal and academic challenges, or if the teachings remain abstract concepts without real-life application. This gap in understanding calls for an investigation into the pedagogical approaches used in CRE and their alignment with students’ lived experiences.

Furthermore, external factors such as peer influence, societal values, and the pervasive secular culture in Nigerian universities might also hinder the moral impact of CRE. In a university setting, students are often exposed to a range of alternative value systems, including materialism, individualism, and a focus on academic and career success. These influences may conflict with the moral principles taught in CRE and divert students from adhering to the ethical teachings of Christianity. Consequently, students might adopt a selective approach to religious teachings, internalizing certain values while disregarding others, depending on what aligns with their personal desires or the prevailing social norms. This phenomenon raises questions about the broader societal context in which CRE operates and whether it is equipped to counteract these external influences in shaping students’ moral character.

The central problem addressed by this study is the need to critically evaluate the effectiveness of Christian Religious Education in promoting moral development among students at Kaduna State University, Kafanchan. While CRE is intended to play a significant role in shaping the ethical behavior of students, there remains a gap in understanding how well it achieves this objective in the unique socio-cultural and academic context of the university. By exploring the relationship between CRE and students’ morality, this study aims to provide insights into whether CRE contributes to the cultivation of ethical behavior, the challenges it faces in a diverse student body, and the potential adjustments needed to enhance its effectiveness in shaping the moral character of university students.

1.3 Aim and Objectives of the Study

The aim of the study is to examine a study of the role of Christian Religious Education in students’ morality among students in Kaduna State University Kafanchan. The specific objectives are:

1. To examine the impact of Christian Religious Education on students’ moral development in Kaduna State University Kafanchan.
2. To assess the attitudes of students towards Christian Religious Education and its influence on their moral values.
3. To investigate the relationship between students’ participation in Christian Religious Education classes and their moral behavior.
4. To explore the perceptions of students regarding the relevance of Christian Religious Education in shaping their moral character.

1.4. Research Questions

The research questions are buttressed below:

1. What is the impact of Christian Religious Education on students’ moral development in Kaduna State University Kafanchan?
2. How do students’ attitudes towards Christian Religious Education influence their moral values?
3. What is the relationship between students’ participation in Christian Religious Education classes and their moral behavior?
4. How do students perceive the relevance of Christian Religious Education in shaping their moral character?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Students’ participation in Christian Religious Education classes will not affect their moral behavior

H1: Students’ participation in Christian Religious Education classes will affect their moral behavior

1.6. Significance of the Study

This study on the role of Christian Religious Education (CRE) in shaping students’ morality at Kaduna State University, Kafanchan, holds significant value for a variety of reasons, both within the academic environment and in the broader social context. In an era where moral decay is perceived to be widespread among young people, understanding the contribution of religious education to the moral development of students becomes crucial. By focusing specifically on the impact of CRE, this study seeks to uncover how religious teachings can serve as a framework for fostering ethical behavior, empathy, responsibility, and integrity among university students. It aims to shed light on how religious education can be a key pillar in building the character of students, especially in a multicultural and diverse academic setting.

At a broader level, the findings of this study are significant in that they contribute to the ongoing discourse on the place of religious education in contemporary society. With the increasing secularization of educational systems, questions about the role of religion in shaping personal values and ethical standards have gained prominence. By focusing on a state university like Kaduna State University, Kafanchan, this study offers an empirical perspective on how a Christian-based educational curriculum influences students’ moral decision-making, contrasting it with other non-religious or secular influences they might encounter. The study could offer useful insights for policymakers, educational administrators, and religious leaders on how CRE can be utilized more effectively to address moral challenges faced by young adults.

In addition, this study holds significance for educational institutions and their curricular development. As universities continue to grapple with issues such as cheating, drug abuse, violence, and general disregard for societal norms, the role of CRE as a tool for moral guidance cannot be overlooked. The study seeks to evaluate whether the incorporation of Christian religious teachings within the university’s curriculum contributes to a positive moral transformation or if it needs to be reinforced or redesigned to meet the needs of contemporary students. The outcome of the study could inform recommendations for enhancing the effectiveness of CRE programs in academic institutions, ensuring that they align with the broader goals of character formation and ethical development.

Moreover, the study is significant in its potential to influence students themselves. By assessing how CRE affects students’ attitudes towards morality, ethical decision-making, and their daily interactions, the study could empower students to take ownership of their moral development. Understanding the moral benefits of Christian teachings might encourage students to adopt ethical practices that transcend the academic environment and permeate into their personal, professional, and social lives. In this way, the study’s findings could foster a generation of young people who are more conscious of their responsibilities to themselves, their communities, and society at large.

Another key significance of this study is its potential to fill a gap in the existing body of literature on religious education and morality in Nigerian universities. While there are studies on religious education, much of the literature tends to focus on primary and secondary education levels, leaving a gap at the tertiary level. By specifically focusing on students at Kaduna State University, Kafanchan, this study provides context-specific insights into how university students engage with religious teachings and the moral values they derive from such education. This can contribute to a deeper understanding of the role of faith-based education in developing moral leaders and responsible citizens in Nigeria.

Lastly, the outcomes of this study could have a ripple effect on broader societal values. In Nigeria, where religious affiliation and moral expectations are deeply intertwined, the role of universities in cultivating ethical citizens is of paramount importance. If CRE is shown to have a positive impact on students’ morality, the study could encourage other educational institutions in the country to incorporate more religious-based education or moral instruction into their curricula. Additionally, it could spark a wider national conversation about the role of religion in public education and its potential to address moral challenges within society. By establishing the moral value of CRE, this study could contribute to a cultural shift towards prioritizing ethical development alongside academic achievement.

1.7. Scope of the Study

The study examines the role of Christian Religious Education in students morality among students in Kaduna State University Kafanchan.

 

1.8. Operational Definition of Terms

Role: In the context of this study, the term role refers to the function or influence that Christian Religious Education (CRE) plays in shaping or impacting a specific aspect of students’ lives—specifically, their moral behavior and ethical decision-making. It examines how CRE contributes to or affects students’ moral development, helping to foster positive ethical values and responsible conduct.

Christian Religious Education (CRE): Christian Religious Education refers to a formal system of education that imparts the teachings, principles, and values of Christianity. In the context of this study, CRE involves the study of the Bible, Christian doctrine, ethics, and moral teachings that aim to cultivate spiritual, social, and moral growth. CRE seeks to nurture students’ understanding of Christian faith and its application in everyday life, encouraging them to live according to Christian virtues such as love, compassion, honesty, and integrity.

Students: Students are individuals enrolled at an academic institution, in this case, Kaduna State University, Kafanchan. They are the primary subjects of the study, as the research seeks to explore how their engagement with Christian Religious Education influences their moral development. These students may be from diverse backgrounds, representing a range of academic disciplines and personal beliefs, but are being studied in terms of how CRE impacts their ethical behaviors and values.

Morality: Morality refers to the principles, standards, and beliefs regarding what is right and wrong, good and bad, that guide an individual’s behavior and decision-making. In this study, morality pertains to the ethical conduct, values, and principles that students exhibit in their daily lives, informed by their understanding of Christian teachings. It includes aspects such as honesty, respect for others, responsibility, integrity, and empathy. The study aims to assess how CRE influences or shapes the moral framework through which students navigate social and personal challenges.

Project – A study of the role of Christian Religious Education in students morality among students