THE EFFECT OF NON-AVAILABILITY OF QUALIFIED TEACHERS IN THE TEACHING AND LEARNING OF CHRISTIAN RELIGIOUS KNOWLEDGE
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THE EFFECT
OF NON-AVAILABILITY OF QUALIFIED TEACHERS IN THE TEACHING AND LEARNING OF
CHRISTIAN RELIGIOUS KNOWLEDGE
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
Christian
Religious Studies (CRS) forms part of the basic national curriculum for Junior
Secondary Schools this may be a surprising fact but it has come up to be the
truth and nothing but the truth. Some individuals have linked religious with
social habituation and they have also gone a long way to argue that it has no
consign in either a working environment or a schools. At the same time, others
believe CRS have to be about fostering students within a meticulous religious
faith system.
Over the
years, CRS has actively been known to be a strong promoter of the values of
genuineness fairness, honesty, deference for all and care of the environment CR
S consign specific emphasis on children appreciating themselves and others, it
teaches us the real responsibility of family and the community in religious
principle and action, the contentment of diversity in society through of
acknowledgment of their similarities and differences, and individual
custodianship on earth. CRS is also acquainted with shilling environment of the
general public, including transformations in religious practice and appearance
and the authority of religion in the neighborhood, homes, state and in the
universal society.
The
importance of teachers in teaching CRS cannot be overstressed. This is because
teachers play a number of roles. Specifically, teachers have been referred to
by Oyedeji (1998) as agents of innovation. For meaningful innovations, adequate
availability of teachers' is very important. The complexity arises as a result
of several factors which include determination of what effective teachers are:
Teachers are expected to fulfill a variety of roles, some common to all
teachers, others uniquely related to certain kinds of environment of students
or subject matter. Added to this, is the fact that teacher education involves
the training of professionals who will educate students in the future despite
the complexity in the field of teacher education. One cannot overemphasize the
importance of academic training of teachers of all categories. This is because
the efficiency of any institution depends on the academic competence of the
teaching staff since no educational system can- ri se above the quality of its
teacher (FGN, 1981 P.38). Teachers are important in any educational system. This
is because the quality of teachers in any educational system determines to a
great extent the quality of the system itself. Professional teachers in
particular are crucial to the formulation and successful implementation to
education policies in any country. This has explained why our National Policy
on Education N.P.E. (2004) stressed the need to accord teacher education a
prominent place in educational planning. The policy further maintained that
among other things, the goal of teacher-education should be:
To produce
highly motivated conscientious and efficient classroom teachers for all levels
of our educational system.
To provide
teachers with the intellectual and professional background adequate for their
assignment (N.P.E; 20O4).
To Peters
(1977), quality is the basic and indispensable feature of a thing, which
differentiates it from other things. The presence of that characteristic
feature to a high degree marks it out as a "thing of high quality" on
the other hand, the absence or the thing to a low quality status. For example,
the characteristic of a high quality teacher relates to those attributes that
enhance the fitness and efficiency of that teacher in performing the duties
that are associated with teaching CRS. That is, a high quality CRS teacher is
one who can competently achieve the objectives of teaching CRS in our schools.
At this point it will be pertinent to state that a professional CRS teacher is
a professionally prepared CRS teacher in contents and methods of teaching
Christian Religious Studies, thereby acquiring a professional degree in
education with special reference to any of the CRS subject. For example, a
professional university degree teacher is expected to have B.Sc. (Rons) with a
Post-Graduate Diploma in Religious Studies Any other teacher with
qualifications outside the above one can be categorized as a non-professional
CRS teacher.
There is
greater demand for highly creative and innovative teachers in Nigeria today who
can lead students onto paths of meaningful learning. An effective and efficient
teacher is also one of the necessary factors to effective instruction in all
subjects including Christian religious studies. Adequate supply of effective
and efficient teachers to teach on senior and junior secondary has been one of
the major reoccurring problems in the Nigerian educational sector. Other
problems include the outdated nature of the curriculum, controversial nature of
the subjects and poor methods of instruction. Religious studies lay emphasis on
factual examination oriented approach and religious dogmas. According to
WesterHoff (1978), though the name Religious Studies has been used most
frequently, there is no complete or consistent agreement on what the word mean
or what it refers to. Today, there is less concurrence than ever before. Scott
(1980) says that no consensus exists today on the nature, scope and role of
Religious Studies. The above named scholar believe that current search to
identify revolves around different usage of key terms like Religious Education,
Religious Knowledge, Religious and Moral Instruction. Other problem is that
since Religion deals with values, judgments and feelings, everyone in the
society will agree with it. The implications of the above is that the
controversial nature of the subject, lack of consistent linguistic discourse
and the unstable pattern of conversation currently going on in the field have
contributed to making the subject difficult and technical.
1.2 STATEMENT OF THE PROBLEM
It has been
observed that the effect of non-availability of qualified teachers in the
teaching of Christian Religious Studies in Schools has been of positive or
negative impact to the teaching and learning process. Some problems has been
identified to be the possible cause.
It was
revealed that there had been a serious reduction in the enrolment of students
in the subject at secondary schools level and tertiary institution of learning
due to the fact that some teachers acquired their certificate through various
means. In most educational institutions, teachers that are not trained to teach
subjects such as CRS are made to do so thereby not giving the students the
required training and knowledge about that particular subject.
Sofowora
(2002) also states that not all media materials that are available are
technically suitable for use in teaching. He emphasized the need for training
teachers in the art and craft of design selection production and use of
appropriate needs. The required skills in the area mentioned above can only be
acquired through Educational Technology. One of the major concerns of
Educational Technology is the quest for effective instruction which is
reflected in its definition.
The
achievement of effective and efficient teaching and learning in schools has
been one of the perennial problems in education. However, the problems facing
the quality and adequacy of the availability of manpower for the effective
teaching of Christian Religious Studies has generated a lot of concern among
scholars such as Alaba (2008); and Adeyemi and Aviomoh (2003). In Nigeria, the
shortage of qualified teachers has been reported (Adeyemi and Aviomoh, 2003).
These shortages have been attributed to the low salaries and social prestige given
to teachers (Aghenta, 2001). Also, the free education policy of the Lagos State
government tends to have compounded the problems in secondary schools perhaps
as a result of insufficient funds to employ adequate teachers and to run the
schools. This problem is believed to have effect on students' performance in
the subject. For instance, in spite of the acknowledgement of the importance of
Christian Religious Studies to the society and laying of solid foundation for
students, the performance of students in subject shows that this has not been
properly achieved.
Based on the
highlighted problems, this study will focus on the effect of non-availability
of qualified teachers in the teaching anti learning of Christian religious
studies in junior secondary schools in Shomolu Local Government.
1.3 PURPOSE OF THE STUDY
This
research work specifically seeks to achieve some objectives which include:
1. Identify the rate of non -availability of
junior secondary teachers to teach Christian religious studies in Shomolu Local
Government Area of Lagos state.
2. Identify the effect of the
non-availability of Christian religious teachers in junior secondary school on
the academic performance of students on the subject.
3. Identify and measure any other effect the
non-availability of junior secondary school teachers in Christian religious
studies in having on the students.
1.4 RESEARCH QUESTIONS
The
following assumptions stand as research questions of the study:
(1) What is
the rate or extent of shortage of. qualified Christian religious teachers in
junior secondary schools in Shomolu Local Government Area?
(2) To what
extent does this shortage of Christian religious teachers affect junior
secondary school student's performance in the subject?
(3) To what
further extent are junior secondary students in Shomolu Local Government
affected by the shortage of Christian religious teachers?
1.5 RESEARCH HYPOTHESES
The
following null hypotheses were formulated and tested in this study.
H01: Inadequacy of qualified Christian Religious
Studies teachers will not affect effective teaching of the subject in Lagos
State. It limited to the effect of shortage of qualified Christian religious
teachers in junior secondary schools.
1.8 DEFINITION OF TERMS
NON-AVAILABILITY:
The state of not being available, free, or able to be used.
QUALIFIED:
Officially recognized as being trained to perform a particular job; certified.
TEACHER: A
person who teaches, especially in a school.
TEACHING:
The occupation, profession, or work of a teacher.
LEARNING: The
acquisition of knowledge
or skills through
study, experience, or being taught.
CHRISTIAN:
Relating to or professing Christianity or its teachings. RELIGIOUS:Relating to
or believing in a religion.
STUDIES: The
devotion of time and attention to gaining knowledge of an academic subject,
especially by means of books.
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