Project – The Influence of Christian Religious Education on the Social Behaviour of Adolescents: A Study of Selected Secondary Schools in Ilorin, Kwara State.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is widely recognised as an important instrument for developing individuals intellectually, socially, morally and emotionally. Beyond the acquisition of academic knowledge, education is expected to prepare learners to participate responsibly in society, respect the rights of others and develop values that support peaceful coexistence. The social behaviour of adolescents is particularly important because adolescence is a developmental period during which young people experience changes in their identity, relationships, emotional responses and understanding of social expectations. During this period, the influence of family, peers, school culture, religious institutions and the wider community can shape how adolescents interact with others and respond to rules and responsibilities. The United Nations Convention on the Rights of the Child recognises the importance of education in developing respect for human rights, cultural identity, tolerance and peaceful relationships (United Nations, 1989). From this perspective, education should not be limited to academic achievement but should also contribute to the development of socially responsible individuals. Christian Religious Education (CRE), commonly taught as Christian Religious Studies (CRS) in Nigerian secondary schools, may contribute to this objective through its emphasis on biblical teachings, moral values, personal responsibility and respect for others.

Christian Religious Education involves the teaching and learning of biblical narratives, Christian doctrines, moral principles and their implications for personal and social life. Its educational purpose extends beyond familiarising students with biblical events; it can also encourage reflection on the ethical implications of Christian teachings for everyday conduct. Biblical principles such as love for one’s neighbour, honesty, forgiveness, compassion, humility and respect for human dignity provide a foundation for discussing behaviour in school, family and community settings. For example, Matthew 7:12 encourages individuals to treat others as they would wish to be treated, while Galatians 5:22–23 identifies qualities such as love, patience, kindness, gentleness and self-control. When these principles are taught through appropriate instructional methods, students may be encouraged to examine their choices and understand the consequences of their actions. Okunoye (2019), in examining the role of effective Christian Religious Education in Nigerian secondary schools, argues that the subject can support democratic and moral development by emphasising peace, non-violence and fair conduct. However, the inclusion of moral teachings in the curriculum does not automatically ensure that students will practise them. The extent to which CRE influences adolescents’ social behaviour therefore requires investigation into students’ understanding of the subject and the ways its teachings are applied in daily life.

Adolescence is a significant stage of human development because young people gradually develop greater independence, form stronger peer relationships and become more aware of social expectations. Their behaviour during this period may include positive actions such as cooperation, empathy, honesty and respect, as well as negative actions such as bullying, dishonesty, aggression, disobedience and intolerance. These behaviours are shaped by multiple influences, including parenting practices, peer-group expectations, school discipline, social media, socioeconomic circumstances and personal experiences. Steinberg (2008) explains that adolescent development involves changes in social relationships, decision-making and sensitivity to peer influence, which can affect behaviour in different settings. In the Nigerian context, Obiageli and Olokooba (2021) investigated the relationship between peer-group influence and moral activities among in-school adolescents in Kwara State, demonstrating the relevance of peer relationships to the study of adolescents’ moral conduct. This context makes it important to examine whether Christian Religious Education provides students with moral principles and decision-making skills that help them respond constructively to peer pressure and social challenges. Such an examination should recognise that religious education operates alongside other influences rather than functioning as the sole determinant of adolescent behaviour.

One of the central aims of Christian Religious Education is the development of moral awareness and responsible conduct. Through biblical stories, classroom discussions, reflective activities and the study of Christian values, students may learn to distinguish between acceptable and unacceptable behaviour and consider the consequences of their decisions. Lessons on the Good Samaritan, forgiveness, truthfulness, stewardship and the treatment of vulnerable people can provide opportunities to discuss empathy, compassion, responsibility and respect for others. Lickona (1991) argues that effective character education involves moral knowing, moral feeling and moral action, suggesting that understanding values must be accompanied by the motivation and practical capacity to act on them. Applied to CRE, this perspective means that students should not only memorise biblical passages but also develop the ability to apply moral principles when dealing with classmates, teachers, family members and other people. Teaching methods that encourage dialogue, problem-solving, role-play and reflection may help students connect religious lessons with real-life situations. Conversely, teaching that concentrates mainly on memorisation and examinations may provide fewer opportunities for students to practise ethical reasoning. Therefore, the influence of CRE on social behaviour may depend partly on the relevance of lesson content and the effectiveness of instructional methods.

Schools are important social institutions because they bring adolescents from different family backgrounds and experiences into a shared environment where they learn, interact and develop relationships. Students’ social behaviour can influence classroom participation, academic cooperation, school discipline, peer relationships and the overall learning atmosphere. Respect for teachers, adherence to school rules, honesty during examinations, peaceful settlement of disagreements and cooperation with classmates are examples of conduct that may contribute to a supportive school environment. The National Policy on Education recognises the importance of education in developing responsible citizens and promoting national values in Nigeria (Federal Republic of Nigeria, 2014). However, school-based moral development depends on more than formal curriculum content; it is also influenced by teachers’ conduct, school leadership, disciplinary practices and the example set by peers. Asmau (2023), in a study of the Social Studies curriculum for moral development in Ilorin, identified challenges including crowded classrooms, inadequate instructional materials, a wide syllabus and examination pressure. Although the study examined Social Studies rather than CRE, its findings illustrate practical constraints that may affect the delivery of value-oriented subjects. It is therefore relevant to consider how CRE teaching operates within the broader school environment and whether its moral content is reinforced by students’ everyday experiences.

In Nigeria, Christian Religious Studies forms part of religious education in secondary schools and provides a structured setting for exploring biblical teachings, Christian beliefs and moral responsibilities. The subject can offer students opportunities to discuss issues such as respect for authority, peaceful coexistence, honesty, sexual responsibility, compassion, forgiveness and the responsible use of personal freedom. Okunoye (2019) highlights the potential of effective Christian Religious Education to promote peace, non-violence and fair conduct in Nigerian secondary schools. Nevertheless, the actual contribution of the subject depends on factors such as teachers’ subject knowledge, instructional approaches, available learning materials, students’ interest and the connection between classroom lessons and their social experiences. Ojo et al. (2025), in their study of challenges in teaching Christian Religious Studies in secondary schools in Ilorin metropolis, reported concerns about teacher-centred methods, inadequate instructional resources and low student interest. These findings are relevant because students may find it difficult to connect moral lessons to everyday decisions if teaching does not actively engage them. Examining CRE in selected secondary schools in Ilorin can therefore help clarify how the subject is delivered and how students perceive its relevance to their behaviour.

Ilorin, the capital of Kwara State, provides a useful setting for investigating the influence of Christian Religious Education on adolescents’ social behaviour. Its secondary schools serve students from diverse family, cultural, religious and socioeconomic backgrounds, and students’ behaviour may reflect the interaction of classroom learning with influences from home, peers, religious communities and digital media. In such an environment, CRE may contribute to moral reflection and respectful relationships, but its influence should not be assumed to be uniform across schools or students. Obiageli and Olokooba (2021) provide relevant local evidence concerning peer-group influence and moral activities among adolescents in Kwara State, while Asmau (2023) identifies implementation challenges affecting a value-oriented school subject in Ilorin. Together, these studies show that adolescent conduct and moral education are relevant areas of educational research in the locality, although neither establishes the specific influence of CRE on social behaviour in the selected schools proposed for this study. This creates a need to examine students’ exposure to CRE, their understanding of its moral messages and their reported social behaviours within the specific school context.

Despite the moral objectives of Christian Religious Education, an important question remains concerning the relationship between what adolescents learn in CRE lessons and how they behave in practice. Students may understand teachings on honesty, respect, kindness and self-control but still experience difficulties applying them when confronted with peer pressure, conflict, social media influences or competing expectations. Furthermore, social behaviour is shaped by several interconnected factors, meaning that positive conduct cannot be attributed to religious education alone. Lickona (1991) emphasises the importance of translating moral understanding into moral action, while Steinberg (2008) highlights the developmental and social influences that affect adolescent behaviour. These perspectives suggest that the influence of CRE should be investigated by considering students’ understanding of Christian values, their reported conduct and the wider school environment. Accordingly, this study examines the influence of Christian Religious Education on the social behaviour of adolescents in selected secondary schools in Ilorin, Kwara State, with particular attention to respect for others, honesty, cooperation, discipline, empathy and the management of interpersonal disagreements. The study also considers the challenges that may limit the ability of CRE teaching to support positive social behaviour.

1.2 Statement of the Problem

The development of positive social behaviour among adolescents is an important responsibility of secondary education because students’ conduct affects their relationships with classmates, teachers, families and the wider community. Christian Religious Education is intended, among other purposes, to expose students to biblical principles and moral values that encourage honesty, respect, kindness, forgiveness and responsible conduct. However, the inclusion of these principles in classroom lessons does not necessarily mean that students will consistently demonstrate them in everyday situations. Lickona (1991) argues that character education must connect moral knowledge with moral feeling and action. This raises an important concern about the extent to which adolescents translate the teachings of CRE into observable social behaviour. In selected secondary schools in Ilorin, it is therefore necessary to investigate whether students understand and apply the moral values taught in CRE and how the subject relates to their interactions with peers, teachers and other members of the school community.

A further problem concerns the various social and developmental influences that may compete with the moral lessons students receive in school. Adolescents are exposed to peer pressure, family expectations, online interactions and broader social experiences that may encourage either positive or negative behaviour. Steinberg (2008) explains that adolescent decision-making and social relationships are influenced by developmental changes and sensitivity to peer contexts. Similarly, Obiageli and Olokooba (2021) investigated the relationship between peer-group influence and moral activities among in-school adolescents in Kwara State, indicating that peer relationships are a relevant consideration in understanding students’ conduct. Although CRE may provide moral guidance, it remains unclear how strongly its teachings influence students when they encounter conflicting social expectations. The problem is therefore to determine whether CRE contributes meaningfully to positive behaviour while recognising that adolescents’ conduct may also be influenced by family background, school culture, peer relationships and other environmental factors.

Another concern relates to the way Christian Religious Education is taught and the extent to which instructional practices support moral development. Where lessons rely heavily on memorisation, examination preparation or teacher-centred instruction, students may have limited opportunities to discuss moral dilemmas, practise ethical reasoning and connect biblical teachings with real-life experiences. Ojo et al. (2025), in their study of the teaching of Christian Religious Studies in Ilorin metropolis, identified concerns about inadequate instructional resources, teaching methods and student interest. Although these findings do not directly establish an effect on social behaviour, they raise questions about whether existing teaching practices adequately support the practical application of moral values. If students learn religious concepts without engaging with their implications for everyday conduct, the potential social benefits of the subject may not be fully realised. It is therefore important to examine the teaching of CRE in selected secondary schools and assess how students perceive its relevance to their behaviour.

Finally, although research has examined religious education, moral development and adolescent behaviour in Nigeria, evidence specific to the influence of CRE on social behaviour in selected secondary schools in Ilorin remains necessary. Asmau (2023) examined implementation challenges affecting the Social Studies curriculum for moral development in Ilorin, while Obiageli and Olokooba (2021) investigated peer-group influence and moral activities among adolescents in Kwara State. These studies provide useful contextual evidence, but they do not directly answer the specific question of how Christian Religious Education relates to adolescents’ social behaviour in the selected schools for this study. Without such focused investigation, teachers, school administrators and curriculum planners may have limited local evidence for determining which aspects of CRE teaching are most relevant to students’ conduct and what challenges need to be addressed. This study therefore seeks to examine the influence of Christian Religious Education on adolescents’ social behaviour in selected secondary schools in Ilorin, Kwara State.

1.3 Objectives of the Study

The main objective of this study is to examine the influence of Christian Religious Education on the social behaviour of adolescents in selected secondary schools in Ilorin, Kwara State.

The specific objectives are to:

1. Examine the influence of Christian Religious Education on adolescents’ moral values and attitudes in selected secondary schools in Ilorin.

2. Determine the relationship between students’ exposure to Christian Religious Education and their social behaviour, particularly honesty, respect, cooperation and discipline.

3. Assess the influence of teaching methods used in Christian Religious Education on the application of moral values among adolescents.

4. Identify the challenges affecting the contribution of Christian Religious Education to positive social behaviour among adolescents in selected secondary schools in Ilorin.

1.4 Research Questions

The following research questions will guide the study:

1. How does Christian Religious Education influence adolescents’ moral values and attitudes in selected secondary schools in Ilorin?

2. What relationship exists between students’ exposure to Christian Religious Education and their social behaviour, particularly honesty, respect, cooperation and discipline?

3. How do teaching methods used in Christian Religious Education influence the application of moral values among adolescents?

4. What challenges affect the contribution of Christian Religious Education to positive social behaviour among adolescents in selected secondary schools in Ilorin?

1.5 Research Hypothesis

The following null hypothesis will be tested:

H₀: There is no statistically significant relationship between students’ exposure to Christian Religious Education and their social behaviour in selected secondary schools in Ilorin, Kwara State.

1.6 Significance of the Study

This study is expected to be beneficial to students, Christian Religious Education teachers, school administrators, curriculum planners, parents, educational policymakers and future researchers.

Students: The study may help students understand the relevance of Christian moral teachings to their everyday relationships and decisions. It may encourage reflection on honesty, respect, empathy, cooperation, self-control and peaceful ways of handling disagreements.

Christian Religious Education teachers: The findings may help teachers understand how students perceive the subject and whether their instructional approaches encourage the practical application of Christian values. The study may also highlight opportunities to use discussion, role-play, case studies and other participatory methods to connect biblical teachings with students’ experiences.

School administrators: The findings may provide insights into the relationship between religious education and students’ conduct within the school environment. School administrators may use the findings to support programmes that encourage respectful relationships, responsible behaviour and cooperation among students.

Curriculum planners: The study may provide useful local evidence for reviewing the content and delivery of Christian Religious Education. It may help curriculum planners consider how moral concepts can be linked more directly to contemporary social challenges faced by adolescents.

Parents and guardians: The study may encourage greater cooperation between homes and schools in promoting positive social behaviour. Its findings may help parents recognise how religious education interacts with family guidance, peer influence and other factors shaping adolescent conduct.

Educational policymakers: The study may inform discussions on moral education, adolescent development and the role of value-oriented subjects in secondary schools. The findings may also identify implementation challenges requiring attention in teacher training and the provision of instructional resources.

Researchers and students: The study may contribute to literature on Christian Religious Education and adolescent social behaviour in Nigeria. It may also serve as a reference for further research on religious education, moral development, school culture and youth behaviour.

1.7 Scope of the Study

The study focuses on the influence of Christian Religious Education on the social behaviour of adolescents in selected secondary schools in Ilorin, Kwara State, Nigeria.

The content scope covers the relationship between CRE and adolescents’ moral values, attitudes and social conduct. Particular attention will be given to honesty, respect, cooperation, discipline, empathy and the management of interpersonal disagreements. The study will also examine the teaching methods used in CRE and the challenges that may affect its contribution to students’ behaviour.

The geographical scope is limited to selected secondary schools in Ilorin. The specific schools will be identified according to the study’s sampling criteria.

The population scope will comprise adolescent students in the selected schools and, where appropriate, CRE teachers who can provide information about the teaching of the subject. The exact age range, school levels, population, sample size, sampling techniques and period of study will be specified in Chapter Three.

1.8 Limitations of the Study

The study may encounter the following limitations:

Self-reported behaviour: Students may report behaviour they consider socially acceptable rather than their actual conduct. To reduce this limitation, the researcher will use neutral questions and assure respondents that their answers will be treated confidentially.

Multiple influences on social behaviour: Students’ conduct may be shaped by family upbringing, peer relationships, school culture, socioeconomic circumstances and online interactions in addition to CRE. The study will therefore examine the relationship between CRE and social behaviour without assuming that religious education is the sole cause of students’ conduct.

Access to schools and respondents: Some schools may require formal permission before allowing research activities. The researcher will seek the necessary approvals and arrange data collection in accordance with school procedures.

Time and financial constraints: Limited resources may restrict the number of schools and students included in the study. A suitable sampling method will be adopted to make the research manageable while maintaining reasonable coverage of the selected schools.

Measurement of social behaviour: Social behaviour is broad and may be difficult to measure through a single instrument. The researcher will operationalise it using defined indicators, such as honesty, respect, cooperation, discipline and empathy, and use a consistent approach to collecting and analysing responses.

1.9 Operational Definition of Terms

Christian Religious Education (CRE): A school subject through which students study biblical teachings, Christian beliefs, moral principles and their relevance to personal and social life. In this study, it refers to the teaching and learning of Christian Religious Studies in the selected secondary schools.

Social Behaviour: The ways individuals act and interact with other people in social settings. In this study, it includes students’ conduct towards classmates, teachers and other members of the school community.

Adolescents: Young people undergoing the transition from childhood to adulthood. For this study, the specific age range will be determined by the selected schools and the approved research design.

Moral Values: Principles used to distinguish acceptable from unacceptable conduct, including honesty, fairness, kindness, responsibility and respect for others.

Honesty: The practice of telling the truth, avoiding deception and acting with integrity in academic and social situations.

Respect: The recognition of the dignity, rights and legitimate interests of other people, including peers, teachers and school authorities.

Cooperation: The willingness to work constructively with others towards shared goals and responsibilities.

Discipline: The ability to regulate one’s conduct, follow appropriate rules and accept responsibility for one’s actions.

Empathy: The capacity to recognise and understand the feelings or perspectives of others and respond with appropriate consideration.

Teaching Methods: The instructional strategies used by CRE teachers to communicate subject content and support learning, including explanation, discussion, storytelling, role-play and practical examples.

Peer Influence: The effect of friends and age-mates on an adolescent’s attitudes, decisions and behaviour.

Selected Secondary Schools: The secondary schools in Ilorin, Kwara State, chosen according to the sampling criteria established for this study.

Influence: The relationship between students’ exposure to Christian Religious Education and the social behaviours measured in the study. It will be assessed using the data collected rather than assumed in advance.

Project – The Influence of Christian Religious Education on the Social Behaviour of Adolescents: A Study of Selected Secondary Schools in Ilorin, Kwara State.