AVAILABILITY AND ADEQUACY OF CRS TEACHERS IN THE TEACHING AND LEARNING OF CRS IN OVIA NORTH EAST EDO STATE

TOPIC: AVAILABILITY AND ADEQUACY OF CRS TEACHERS IN THE TEACHING AND LEARNING OF CRS IN OVIA NORTH EAST EDO STATE

TOPIC IS SUITABLE FOR: 
1. Department of Christian Religious Studies

2. Department of Religious Studies

3. Department of Education

4. Department of Educational Management

This research material contains:

1-Chapter One to Five

2-Recent References/citations

3-Tables/Charts/Graphs in Chapter Four

4-Accurate Data Analysis

5-Table of Contents

6-Questionnaire

ABSTRACT
This study was conducted to evaluate the availability and adequacy of Christian Religious Studies (CRS) teachers in secondary schools in Ovia North East, Edo State. The specific aim of the research was to assess the extent to which CRS teachers are available and adequately prepared to deliver effective teaching in the region and to investigate the factors influencing teacher availability and adequacy, as well as the impact of inadequate CRS teachers on students' outcomes. The study also sought to explore perceived solutions to enhance the availability and adequacy of CRS teachers. A descriptive survey research design was used for this study, with a target population of 59 CRS teachers from secondary schools in Ovia North East. The study adopted the survey research design. The Taro Yamane formula was used to determine the sample size of 51 participants, while the multi-stage sampling technique was adopted to select the respondents. The major method of data collection was a self-constructed questionnaire. A total of 51 copies were distributed; all were retrieved and validated for data analysis. The collected and validated questionnaires were analyzed using frequency tables and mean scores. While the hypotheses were tested using a chi-square statistical tool. The study showed that the availability of CRS teachers in secondary schools in Ovia North East is inadequate. The study also revealed that the inadequacy and non-availability of CRS teachers have a significant impact on students' outcomes. Therefore, it is recommended that remuneration of CRS teachers should be increased to ensure that they are fairly compensated for their work; also, educational authorities should ensure that CRS teachers have access to continuous professional development programs. To mention a few.

Keywords: Christian Religious Studies, Teacher Availability, Teacher Adequacy, Students’ Outcomes, Secondary Schools, Ovia North East

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background to the Study
Secondary education is the education that children receive after primary education and before tertiary education. Based on the 6-3-3-4 system of education, secondary education comprises six years' duration but is given in two stages: a junior secondary school stage and a senior secondary school stage, each to run for three years' duration. The broad aim of secondary education within the overall national objectives is to prepare the students for higher education and for living a responsible life in society. Upon completion of nine years of basic education, most students proceed to the post-basic level, known as senior secondary education, for a period of three years (Noun, 2020). Evidently, senior secondary education has a diversified curriculum, with subjects designed to broaden students’ knowledge and outlook in life. Every student takes six core subjects, plus a minimum of two and a maximum of three from the list of elective subjects. In summary, they have to take a minimum of eight subjects but not more than nine. The core subjects are English, mathematics, one major Nigerian language, one elective out of biology, chemistry, physics, or integrated science, one elective out of English literature, Christian religious knowledge, history, geography, or social studies, and agricultural science or a vocational subject. One of the three elective subjects may be dropped in the last year of the senior secondary course.

The Christian Religious Knowledge subject is one of the important subjects offered in Nigerian secondary schools. Ikechukwu (2024) observed that Christian religious knowledge has been one of the most important subjects being taught in secondary schools in Nigeria. This is because the subject helps to streamline the thought, character, moral, and aspiration of the students. It also offers hope for the future, integrated, disciplined, harmonious, and progressive society. Okafor (2023) submitted that Christian Religious Knowledge helps to inject sanity into society and minimize the turning of a nation into a police state by cultivating citizens who acknowledge metaphysical sanctions, whose acceptable behaviors are often determined not just by external constraints but by spiritual consideration. Historically, the teaching of CRS in Nigeria dates back to the 19th century, when moral teachings were emphasized through the pioneering efforts of various missionary organizations (Lecklyrek, 2023). The primary subject matter of this curriculum was religion. Understanding the significance and position of God in the lives of the people was given adequate consideration in order to completely implement this material. In establishing their schools, the missionaries placed God first because they understood that a man without religion is worse than a hazardous animal and that a child who lacks respect for God will also lack respect for his elders (Lecklyrek, 2023).

Recently the performance in the Christian Religious Knowledge in the Nigerian secondary school at the external exams has not been encouraging. Lawal (2022) observed that poor performance occurs yearly, and more students are running away from the subject of CRK. This alarming rate of poor performance in Christian religious knowledge has generated growing concern from various quarters: the parents, teachers, schools, and the government. Thus, stakeholders in education have turned to blame teachers' adequacy and availability as critical factors affecting the teaching and learning of CRS in secondary schools. Momanu (2020) asserted that the problem of both educational policy and society at large is affected by indoctrination. She observed that teachers frequently saw students' brains as banks into which they made deposits. Most of the time, students don't have much time to consider what their teachers are telling them; instead, they just consume it wholeheartedly. The best way to teach Christian Religious Studies (CRS) is to have competent teachers who are prepared to implement the curriculum without any ulterior motive. Teachers should be prepared in interpersonal relations, should have technological skills, and should be glued to the content and the methods, being conscious of the philosophy of CRS.

Tylor (2024) brought to light that religious education frequently needs to take place under the supervision of available trained teachers. He emphasized that adequate teaching and availability of teachers is an essential component of the educational process. Similarly, Ntamu, Owulu, & Monity (2023) averred that teaching and learning are polar opposites; a lesson cannot be learned unless it is taught. As a result, adequate teaching and availability of teachers should be seen as a process that fosters learning. Tylor continues to postulate that teachers must be prepared to be open-minded in their efforts to help students form positive attitudes and think about generally accepted values, make sound moral decisions and choices, and make moral judgments that will prepare them for responsible social life; display positive attitudes toward other people and respect for their right to hold beliefs that are different from their own; and be able to make a reasonable and informed judgment about religious and moral issues. Tylor expects the teachers of CRS to show all the above traits in their classroom practices utilizing educational methods, including teaching, brainstorming, storytelling, discussion, and directed research, which are the most preferred ways of teaching without brainwashing or indoctrinating. This is because indoctrination is noted to string up from (a) content designated for teaching, (b) the method adopted in teaching, (c) the intent of a tutor, and (d) the subject's moral objectives (Anti & Anum, 2022; Taylor, 2024).

On the other hand, Castagno and Brayboy (2021) postulated that an elevated CRS instructor who can accomplish the subject’s goals is dependent on highly qualified teachers who effectively fit and are efficient in all aspects of teaching, which are needed in performing the duties that are associated with the teaching of CRS. Here, it will be necessary to say that a prepared CRS teacher in content knowledge and methods of teaching CRS achieves the intention of the subject. The teaching of CRS is not to convert learners to Christianity, look down on any other religion, and make learners a burden unto their parents. This can only be achieved if the rationale for teaching CRS (helping students to comprehend the position the Bible plays in people's lives as a foundation of instruction, direction, and advice on the different issues the ecosphere faces today) is through the efficient use of the stipulated pedagogies and selecting the appropriate content to be taught. Appiah and Mfum-Appiah (2022) believe a more knowledgeable and skilled person who engages in the action of instructing to assist a less skilled and experienced person in learning is preferred. This suggests that teachers must possess greater expertise than students in terms of pedagogy, material, and technology use.

Since the availability and adequacy of teachers in CRS education cannot be overstated and is necessary to achieve desired outcomes. There is a need for the Christian religious studies subject to be achieved through teachers who are qualified and have a complete understanding of God's relationship with man and whose personal character and discipline reflect authentic Christian values and virtues, such that they will be able to function effectively as guardians of sound moral and spiritual qualities, especially in their interactions with young learners in primary, secondary, and tertiary institutions. Emphatically, Falade (2022) added that if teachers are agents of innovation, it is crucial that there is a sufficient supply of teachers for innovations to be meaningful. However, in recent times, the challenges facing effective teaching and learning of CRS in secondary schools stems from complexity that arises from several factors, including the availability and adequacy of teachers which most times stem from the absence of qualified CRS teachers and the refusal of admission seekers to study Christian Religious Studies at higher institutions, leading to a dearth of adequate CRS teachers in our secondary schools, hence the need for this study.

Statement to the Problem

In Nigerian institutions, Christian Religious Studies has become a subject of paramount significance. Its educational utility is unparalleled among other subjects. In recognition of the importance of the subject, it was taught not only in secondary schools but also at all levels of education in Nigeria. It was believed that religious training and moral instruction were essential to the development of a solid education. The fundamental goals of teaching Christian religious studies are academic, moral, civil, and spiritual. Clearly, in Christian religious education, students are taught the way of life (Falade, 2022).

It has been observed that the lack of qualified teachers in schools teaching Christian Religious Studies has either a positive or negative effect on the teaching and learning process. Some issues have been identified as potential causes. It was revealed that there had been a significant decline in enrollment in the subject at secondary schools and tertiary institutions of higher education as a result of some teachers obtaining their certification through unorthodox means. In the majority of educational institutions, instructors who are unqualified to teach subjects such as CRS are required to do so, depriving students of the necessary training and knowledge.

It has been reported that there is a shortage of qualified teachers in Nigeria. These deficiencies have been attributed to teachers' low pay and lack of social prestige(Leonard, 2022). In addition, the free education policy of the Lagos State government has likely exacerbated the problems in secondary schools due to a lack of funds to hire sufficient instructors and operate the schools. It is believed that this issue affects students' subject performance. Despite the recognition of the significance of Christian Religious Studies to society and the establishment of a solid foundation for students, the performance of students in the subject demonstrates that this objective has not been met. Based on the emphasised problems, this research will examine the availability and adequacy of  CRS teachers in the teaching and learning of CRS in Ovia North East Edo state.

Research Questions

The following research questions which are in line with the objectives of this study will be answered:

i.What is the extent of availability of  CRS teachers in Ovia North East Edo state?

ii.What is the extent of adequacy of  CRS teachers in Ovia North East Edo state?

iii.What are the factors that influence the adequate availability of  CRS teachers in Ovia North East Edo state?

iv.What are the impact of inadequate availability of  CRS teachers in Ovia North East Edo state?

v.What are the perceived solutions to enhance the availability and adequacy of  CRS teachers in Ovia North East Edo state?

Other parts of chapter one include:
Objectives of the Study

Research Hypotheses

Significance of the Study

Scope of the Study

Limitations of the Study

Definition of Terms

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter therefore focuses on the concept of Christian Religious Studies, global studies on teachers availability to students ratio, reasons leading to shortage of  CRS teachers in schools, impact of non availability and inadequacy of  CRS teachers, etc. The chapter is sub-grouped into the following major headings:
Conceptual Framework

Theoretical Framework

Empirical Review

Gaps in literature

Summary of review

CHAPTER THREE
METHODOLOGY (Preview)
Presented below is a snapshot of key areas of the study methodology, the full and detail chapter three methodology is contained in the instant download document.

Research Design: The study adopted a descriptive research design.

Population of the Study: The population of the study comprises selected CRS teachers in Ovia North East, Edo State.

Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 51 participants.

Sampling Technique: The study employed a stratified sampling technique to select respondents from selected secondary schools and a convenience sampling technique to select individual respondents.

Research Instrument: The study utilized a self-developed questionnaire as the instrument for data collection.

Methods of Data Analysis: The collected data were analyzed using frequency tables and mean scores to summarize and present the responses to the research questions. Inferential statistics, such as Chi-square, were used to test the hypotheses.
Full outline for chapter three;
Design of the study

Population of the study

Sampling and sampling technique

Research instruments

Validity of instrument

Method of data collection

Data analysis

CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION 
MAJOR FINDINGS (Preview)
The analysis results were presented in tables and charts. Based on the results obtained from the analysis, the following major findings were made:

i. The study found that CRS teachers are available in secondary schools in Ovia North East, Edo State, but their availability is inadequate in terms of number, subject specialization, professional qualifications, and teaching experience. This is evidenced by a mean range of 3.08–3.33 and a grand mean of 3.18, which is above the acceptance benchmark of 2.50. This was further confirmed by the result of the corresponding hypothesis test, which showed a Chi-square value (χ²) of 11.227, degree of freedom (df) of 1, and p-value of 0.001 (p < 0.05), leading to the rejection of the null hypothesis. This implies that there is a statistically significant concern regarding the availability and adequacy of CRS teachers in secondary schools in Ovia North East, Edo State.

ii. The study found that the adequacy of CRS teachers and instructional resources in secondary schools in Ovia North East, Edo State is moderate, as evidenced by a mean range of 2.75–2.98 and a grand mean of 2.90, which is above the acceptance benchmark of 2.50. This implies that although CRS teachers demonstrate reasonable capacity to cover the curriculum and provide relevant subject knowledge and practical religious instruction, the number of teachers and the availability of teaching materials require improvement to ensure effective teaching and learning.

iii. The study found that inadequate financing, poor working conditions, unsatisfactory remuneration, limited opportunities for professional advancement, and insecurity in the school environment are major factors influencing the availability of CRS teachers in Ovia North East, Edo State. This is evidenced by a mean range of 3.04–3.33 and a grand mean of 3.23, which is above the acceptance benchmark of 2.50. This implies that financial, professional, and environmental conditions play significant roles in the recruitment, retention, and distribution of qualified CRS teachers in secondary schools.

iv. The study found that the inadequate availability of CRS teachers negatively affects teaching quality, students' attitudes towards CRS, students' interest in the subject, learning outcomes, and overall academic performance. This is evidenced by a mean range of 3.27–3.33 and a grand mean of 3.30, which is above the acceptance benchmark of 2.50. This was further confirmed by the result of the corresponding hypothesis test, which showed a Chi-square value (χ²) of 12.079, degree of freedom (df) of 1, and p-value of 0.046 (p < 0.05), leading to the rejection of the null hypothesis. This implies that inadequate CRS teacher availability has a statistically significant negative impact on the effective teaching and learning of CRS in secondary schools in Ovia North East, Edo State.

v. The study found that improving teachers' working conditions, providing a safe school environment, increasing remuneration, ensuring timely payment of salaries, and creating opportunities for professional advancement are important strategies for enhancing the availability and adequacy of CRS teachers. This is evidenced by a mean range of 3.47–3.67 and a grand mean of 3.57, which is above the acceptance benchmark of 2.50. This implies that improving teachers' welfare, professional development, and workplace security will encourage qualified teachers to accept and retain teaching positions, thereby strengthening the teaching and learning of CRS in secondary schools.

CHAPTER FIVE: SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter covers the following outline:

5.1 Introduction

5.2 Summary of the Study

5.3 Conclusions

5.4 Recommendations

5.5 Suggestions for Further Research

Reference
Appendix

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