Project – The Role of Christian Education in Cultivating Godly Characters and Values in the Society.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Christian education has historically served as a foundational pillar in shaping the spiritual, moral, and ethical lives of individuals. Its influence spans beyond mere religious instruction to the cultivation of behavior that aligns with biblical teachings. Christian education emphasizes the internalization of godly virtues such as truthfulness, discipline, love, humility, integrity, and service to others. These values are not only beneficial to personal development but also instrumental in nurturing a responsible and cohesive society. In the Nigerian context, where the erosion of moral standards is a growing concern, Christian education has the potential to counteract the prevailing societal vices by instilling uprightness in the youth (Afolayan, 2019).
The Nigerian secondary school curriculum includes Christian Religious Studies (CRS) as a core subject aimed at providing students with knowledge of biblical teachings and their application to daily life. The National Policy on Education (FRN, 2014) highlights the importance of moral and spiritual development as key educational objectives, recognizing that academic excellence devoid of sound character is incomplete. Despite this policy direction, the persistence of moral and ethical challenges—such as cultism, exam malpractice, drug abuse, and disrespect for authority figures—suggests that the transformative goals of CRS have not been fully realized. Research indicates that while students may learn the content of CRS, its impact on behavior may be limited if not adequately internalized (Ajiboye & Alabi, 2018).
The Ikorodu Local Government Area of Lagos State presents a rich field for studying the practical implementation of Christian education in secondary schools. With its blend of urban and traditional communities, Ikorodu serves as a microcosm of broader Nigerian society. The increasing exposure of students in this area to secular media, peer pressure, and societal instability poses significant challenges to moral development. Yet, many schools within Ikorodu continue to teach CRS, offering a strategic point to evaluate how well Christian education functions in guiding youth toward godly behavior amidst conflicting influences.
Importantly, Christian education extends beyond classroom instruction. It encompasses the relational and spiritual dynamics between teachers and students, the presence of devotions or chapel services, mentorship relationships, and opportunities for practical application of values taught. In many Christian or mission-founded schools, these spiritual components are integrated into the overall learning environment. However, in secular or government-owned schools, CRS may be limited to textbook content without reinforcement through daily practice or mentorship. This raises the question of whether the structure and delivery of CRS in schools adequately support the development of moral character (Ojo, 2021).
Given the moral challenges facing today’s youth, there is a pressing need to examine the extent to which Christian education is achieving its intended outcomes. The current social climate requires more than academic knowledge; it demands individuals who embody godly virtues in everyday life. Investigating how CRS is taught and experienced in schools will help to determine if it effectively equips students with the spiritual and moral tools needed for ethical living and responsible citizenship. This is especially critical in the adolescent years, which are formative for character development.
Therefore, this study is undertaken to explore how Christian education is implemented in two selected secondary schools in Ikorodu LGA, and to what extent it contributes to the cultivation of godly characters and values among students. By analyzing both curriculum delivery and students’ moral behaviors, the study aims to provide empirical insights that can inform educators, policymakers, and religious stakeholders on how best to leverage Christian education for societal transformation. The findings will also help identify gaps and propose strategies for enhancing the moral influence of CRS in the lives of Nigerian youths.
1.2 Statement of the Problem
Despite the inclusion of Christian Religious Studies (CRS) in the national curriculum of secondary schools across Nigeria, there continues to be a rise in cases of moral decline among students. Issues such as exam malpractice, cultism, drug and alcohol abuse, sexual immorality, theft, and general indiscipline are increasingly being reported in educational institutions (Ekeopara, 2017). This persistent trend raises serious concerns about the practical impact of CRS in shaping students’ character. The alarming moral and ethical failures in schools appear to contradict the supposed influence of Christian education, which is intended to promote godly behavior and moral uprightness.
In particular, the situation in Ikorodu Local Government Area of Lagos State is reflective of this national concern. Although CRS is taught in many schools within the area, the social behavior of students often does not align with the Christian values espoused in the classroom. While teachers may cover topics on the Ten Commandments, the teachings of Jesus Christ, and Christian virtues, students may still engage in acts that undermine these teachings. This suggests that there may be a significant gap between theoretical instruction and practical application. The disconnection between learning about values and living them out calls into question the depth and quality of moral education being offered through CRS.
Another major issue is the approach and environment in which CRS is delivered. In many cases, Christian education is treated as any other academic subject, with emphasis placed on passing exams rather than fostering spiritual transformation or ethical maturity. This academic orientation often limits students’ engagement with the subject at a personal and transformative level. Furthermore, many public schools lack the spiritual infrastructure—such as morning devotions, mentorship programs, or faith-based student fellowships—that could reinforce Christian teachings and provide models of godly living. This absence of a holistic Christian education environment may hinder the internalization of the values taught.
Moreover, there is limited empirical research that evaluates whether CRS instruction in schools actually results in improved moral behavior among students. Most assessments of academic success are based on students’ cognitive performance, with little consideration given to affective or moral outcomes. As such, policymakers and educators may be unaware of whether Christian education is achieving its intended goal of cultivating ethical and socially responsible citizens. This lack of data makes it difficult to identify best practices or areas in need of reform, leaving moral development largely dependent on individual teachers’ commitment and students’ personal background.
In light of the above, this study seeks to critically investigate how Christian education is implemented in selected secondary schools in Ikorodu and whether it effectively cultivates godly character in students. Are students being merely informed, or are they being transformed? Do teachers have the resources and institutional support to promote godly living, or is CRS reduced to rote memorization? By addressing these questions, the study aims to contribute to the discourse on moral education in Nigeria and provide evidence-based recommendations to strengthen the role of Christian education in character formation.
1.3 Objectives of the Study
The main objective of this study is to examine the role of Christian education in cultivating godly characters and values in society, with a focus on two selected secondary schools in Ikorodu LGA that teach Christian Religious Studies. The specific objectives are to:
- Assess the methods and curriculum content of Christian Education in the selected schools.
- Examine the impact of Christian education on the character and moral behavior of students.
- Identify the challenges affecting the effective teaching and assimilation of godly values through Christian Education.
- Evaluate the perceptions of students and teachers on the role of Christian Education in shaping societal values.
1.4 Research Questions
The study is guided by the following research questions:
- What teaching methods and curriculum content are used in the Christian Education classes of the selected schools?
- How does Christian education influence the moral character and conduct of students?
- What challenges do schools face in effectively teaching Christian Education?
- How do students and teachers perceive the role of Christian education in promoting societal values?
1.5 Research Hypothesis
The hypothetical statement of the study is buttressed below:
- H₀: There is no significant relationship between Christian education and the development of godly character among secondary school students in Ikorodu LGA.
- H₁: There is a significant relationship between Christian education and the development of godly character among secondary school students in Ikorodu LGA.
1.6 Significance of the Study
This study holds academic significance as it contributes to the growing body of literature on religious education and its role in moral and character development, particularly within the Nigerian context. While much has been written about education in general, few empirical studies have focused specifically on how Christian Religious Studies (CRS) impacts students’ behavior and values. By focusing on secondary school students in Ikorodu LGA, this research provides contextual insights that bridge the gap between theoretical religious instruction and observable character outcomes in young people.
Secondly, the study is valuable for school administrators, teachers, and educational practitioners. It provides a framework for evaluating the effectiveness of current teaching methods used in delivering CRS. The findings will help educators identify whether their instructional practices are merely content-focused or also transformative. It may also offer practical suggestions for incorporating more interactive, life-applicable, and spiritually engaging teaching strategies that resonate with students and foster the internalization of Christian virtues.
Furthermore, churches and faith-based organizations stand to benefit significantly from this study. As stakeholders in moral and spiritual development, these institutions often collaborate with schools or run their own educational programs. The study will provide insights into how religious teachings can be better reinforced both inside and outside the classroom. Faith-based groups may find new strategies for youth discipleship, mentoring, and community engagement that complement formal education and ensure that students not only learn biblical principles but live them out consistently.
In addition, the research can inform government agencies, policymakers, and curriculum developers. One of the goals of Nigeria’s National Policy on Education is to promote the development of responsible, morally upright citizens. This study will provide empirical evidence that can help policymakers determine whether current religious education curricula are effective in achieving these moral goals. The findings may lead to recommendations for improving curriculum content, teaching methodologies, and assessment strategies that better support value-based education across all schools.
Also, parents and guardians can gain from the results of this study by understanding how formal Christian education in schools influences their children’s behavior. Many parents rely on schools to reinforce moral and spiritual values, especially in an era where societal pressures and secular influences are strong. By highlighting what works and what doesn’t in current CRS teaching, this study will empower families to play a more active role in supporting moral education at home and within their communities.
Finally, the broader society stands to benefit from the long-term implications of this research. The character of a nation is often shaped by the values instilled in its youth. A failure to nurture integrity, honesty, empathy, and self-discipline among students can lead to a morally bankrupt future generation. By exploring how Christian education contributes to producing godly citizens, this study aligns with broader societal goals of reducing crime, corruption, and moral decay. It affirms the importance of a value-based educational system as a catalyst for national transformation and sustainable development.
1.7 Scope and Delimitation of the Study
The study is limited to two selected secondary schools in Ikorodu Local Government Area, Lagos State, where Christian Religious Studies is actively taught. It will focus on senior secondary school students (SS1–SS3), CRS teachers, and administrators. The study is also restricted to analyzing the influence of Christian education on the moral and ethical behavior of students, without extending to broader academic performance or religious affiliations.
1.8 Operational Definition of Terms
Christian Education: Christian education refers to the structured process of imparting biblical truths and Christian values within an educational environment. It is not limited to the cognitive teaching of scripture but also involves spiritual formation, character development, and the practical modeling of godly behavior by teachers and school leaders. In the context of this study, Christian education encompasses classroom instruction in Christian Religious Studies (CRS), participation in worship activities, moral mentorship, and other faith-based practices that aim to nurture the holistic development of students in line with Christian ethics.
Godly Character: Godly character consists of moral and spiritual traits that align with biblical teachings and reflect the nature of Christ. These traits include honesty, humility, respect, patience, kindness, forgiveness, love, integrity, and self-control. A person with godly character consistently exhibits behaviors that honor God and promote the well-being of others. In this study, godly character is considered the desired outcome of Christian education, particularly in the formation of students’ attitudes, behaviors, and relationships within and outside the school setting.
Values: Values are fundamental beliefs, principles, and standards that influence individuals’ choices, actions, and judgments. They serve as the moral compass that guides behavior in personal, social, and professional contexts. From a Christian perspective, values such as justice, mercy, love, faithfulness, stewardship, and service are emphasized. In this study, values refer to those ethical norms and spiritual convictions derived from Christian teachings that shape students’ worldviews and decision-making processes.
Christian Religious Studies (CRS): Christian Religious Studies is a formal academic subject included in the Nigerian educational curriculum, particularly at the primary and secondary school levels. It involves the systematic study of the Bible, Christian doctrines, the life and teachings of Jesus Christ, and moral instruction based on scriptural principles. CRS aims to educate students not only in religious knowledge but also in the application of Christian values to real-life situations. In this study, CRS serves as a key medium through which Christian education is delivered in secondary schools.
Project – The Role of Christian Education in Cultivating Godly Characters and Values in the Society.