1.0 Background to Study
Christian Religious Studies (CRS) as a teaching subject in our schools has been gradually tucked into the background of the educational system in Nigeria. The importance and relevance of Christian religious studies in its multi-facets and life-long values in the educating process of our children have come to be considered in skeptical terms. Over the years, the teachers teach using the lecture or story telling method. One method of teaching is not enough to aid the students’ learning and comprehension of lessons in the classroom (Akudolu, 1994). Thus, this brought about the inclusion of dramatization method in the CRS curriculum and CRS textbooks.
The art of teaching requires decision taking by the teacher about selection of method of teaching and organization of learning experiences (Goldman, 1964). The C.R.S teacher must see himself or herself as facing the task of providing enabling conditions and strategies that would arouse learners’ attention and captivate their interest for a meaningful and purposeful education. By the use of dramatization method the learner will be made active, lively and enthusiastic (Van Ments, 1989).
1.1 Statement of Problem
The teaching and learning of CRS has faced a lot of problems, some of which are; lack of teaching instructional materials and defects in the methods of teaching (Lekwot, 1980). As a teacher of CRS, one must bear in mind that, teaching methods form an integral part of the element of the school curriculum. The problem of methodology also, under CRS is an inherent one. The problem started as far back as the time when the missionaries established schools in Nigeria. With the introduction of schools in the 1840s, religion was also introduced as a subject but the method of teaching was to give the child the fact about the Bible. If it is true that the content usually specifies the way that a subject would be taught then the method of CRS had to be teacher centered since the content of religion was to read and interpret the facts that are found in the Bible (Akudolu, 1994).
Students also lack motivation during a lesson in a CRS classroom. Student reactions revealed that students loose grasp of what the teacher is saying in the middle of a lesson, some see it as boring and not child-centered (Adewale, 1975). Teaching generally should not only be teacher centered but child centered.
Bako (1991), carried out a study on the attitude of students toward the study of Christian Religious Studies in some selected schools. The result of the investigation showed that the reaction of students towards the study of the subject was generally negative. The dislike for the subject was as a result of the fact that its study no longer fetched the students any material gains. At that time students centered their thoughts on the value that the study of a subject would bring in return for their efforts. The various methods of teaching CRS available in the old curriculum did not give room for participation of students in the classroom.
1.2 Purpose of Study
The purpose for this study is to appraise CRS textbooks and the use of dramatization method in teaching CRS in JSS.
1.3 Research Questions
This study answered the following questions:
The following hypotheses were tested in the course of the study:
1.5 Significance of Study
The significance of this study is to:
1.6 Scope of Study
The scope of the research work is limited to Bariga local council Development Area of Lagos State because it will be difficult for the researchers to embark on research that could cover the entire state or nation due to time, financial and other constraint. The study population was limited to the Junior Secondary Schools, which are Federal, State and Mission controlled. The three – year Junior Secondary Education on which the study is based is the first section of the two tier secondary education of the 6-3-3-4 system. The first and fourth levels of the system were not covered in the study. Post-secondary institutions such as, Teacher Training colleges, and Commercial schools were not covered. Besides, only the impressions or opinions of Junior Secondary School CRS students and their teachers were considered.
1.7 Definition of Terms
To avoid ambiguity, the following terms as used in the study are defined as follows:
Beliefs: An acceptance that a statement is true or that something exists. Something one accepts as true or real; a firmly held opinion or conviction.
Content: The things that are held or included in something.
Curriculum: The subjects comprising a course of study in a school or college.
Dramatization: Conversion of story into dramatic form.
Methodology: A system of methods used in a particular area of study or activity.
Motivation: The reason or reasons one has for acting or behaving in a particular way.
Religion: A set of beliefs concerning the cause nature and purpose of the universe, especially when considered as the creation of a superhuman agency or agencies, usually involving devotional and ritual observances, and often containing a moral code governing the conduct of human affairs.
Art: Drama or theater.