This study aimed at evaluating the Christian religious
knowledge (CRK) curriculum for junior secondary schools in Plateau
State of Nigeria. The CRK curriculum is used all over Nigeria for
teaching Christian religious knowledge. Survey design was adopted
in the study. Eight research questions and six null hypotheses that
focused on the objectives of the study were formulated to guide the
study. The respondents for the study were a sample of 336 junior
secondary III students from 35 junior secondary schools drawn from
the three educational zones of Plateau State using Proportionate
Stratified Random Sampling Technique. The major instruments for
data collection were a Christian Religious Knowledge Questionnaire
(CRKQ) for teachers and students, a Junior Secondary Students’
Attitude Questionnaire (JSSAQ), and a Students’ Hypothetical Sociomoral Problem test (SHOMPT). The findings show that the content
of the JS CRK curriculum and the methods used in teaching the
subject were quite adequate for achieving the objectives of the
programme. The teachers perceived all the identified methods of
teaching, except the lecture method, all the assessment techniques
as relevant, while they agreed that the dearth of instructional
materials, lack of qualified CRK teachers etc militate against the
achievement of the objectives of the CRK curriculum. The reaction of
the students to the CRK attitude questionnaire and to the
hypothetically posed socio moral test was generally positive.
Furthermore, the findings show that while school location and the
type of school the students attend can affect performance in CRK
exams, the occupation of parents and the gender of students do not.
Furthermore it was confirmed that the reaction of students to
hypothetically posed socio- moral questions can be predicted from
their achievement in CRK exams and that there is relationship
between attitude and the reaction of students to hypothetically posed
socio- moral test. Prominent among the recommendations of the
study were: that more qualified and experienced teachers who are
professionally trained in the art of teaching CRK be recruited; that
Government provides adequate instructional material in the form of
teaching aids to facilitate teaching and learning in the schools; and
that teachers in the field take advantage of in-service, sandwich and
workshop programmes to improve.
Edu, F (2021). Evaluation of Christian Knowledge Religious Curriculum iin Junior Secondary Schools in Plateau State of Nigeria-1985-2000. Afribary.com: Retrieved April 20, 2021, from https://afribary.com/works/evaluation-of-christian-knowledge-religious-curriculum-iin-junior-secondary-schools-in-plateau-state-of-nigeria-1985-2000
Frontiers, Edu. "Evaluation of Christian Knowledge Religious Curriculum iin Junior Secondary Schools in Plateau State of Nigeria-1985-2000" Afribary.com. Afribary.com, 08 Apr. 2021, https://afribary.com/works/evaluation-of-christian-knowledge-religious-curriculum-iin-junior-secondary-schools-in-plateau-state-of-nigeria-1985-2000 . Accessed 20 Apr. 2021.
Frontiers, Edu. "Evaluation of Christian Knowledge Religious Curriculum iin Junior Secondary Schools in Plateau State of Nigeria-1985-2000". Afribary.com, Afribary.com, 08 Apr. 2021. Web. 20 Apr. 2021. < https://afribary.com/works/evaluation-of-christian-knowledge-religious-curriculum-iin-junior-secondary-schools-in-plateau-state-of-nigeria-1985-2000 >.
Frontiers, Edu. "Evaluation of Christian Knowledge Religious Curriculum iin Junior Secondary Schools in Plateau State of Nigeria-1985-2000" Afribary.com (2021). Accessed April 20, 2021. https://afribary.com/works/evaluation-of-christian-knowledge-religious-curriculum-iin-junior-secondary-schools-in-plateau-state-of-nigeria-1985-2000