EFFECT OF ROLE PLAY METHOD ON STUDENTS’ ACADEMIC ACHIEVEMENT AND INTEREST IN CHRISTIAN RELIGIOS STUDIES IN SENIOR SECONDARY SCHOOLS IN EBONYI CENTRAL EDUCATION ZONE OF EBONYI STATE, NIGERIA

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ABSTRACT


There is a perceived trend of poor academic achievement and interest of students in Christian Religious Studies in Nigeria schools today. This situation has been attributed to many factors one of which is poor method of teaching. Against this background that this study sought to assess the effect of role play method on students academic achievement and interest of students in CRS in Ebonyi Central Education Zone of Ebonyi State. It adopted quasi experimental design. Six research questions and four null hypotheses guided the study. The population of the study comprised of nine thousand one hundred and eighty five (9185) in all the 48 government co-educational secondary schools in Ebonyi Central Education Zone, Ebonyi State. Purposive sampling technique was used to select one hundred and twenty (120) students from four co-educational schools (70 students for experimental group (31 males and 39 females) and 50 students for control group (17 males and 33 females)) for the study. The instrument for data collection was CRS Achievement Test (CRSAT) and CRS Interest Inventory (CRSII). Mean and standard deviation was used to answer the research questions while analysis of co-variance (ANCOVA) was used to test the hypotheses at an alpha level of 0.05.the results of the dada analyzed revealed That there is a significant difference in the mean achievement scores of students taught CRS using role-play method and those taught using lecture method in favour of group taught CRS using role-play method, that there is a significant difference in the mean interest scores of students taught CRS using role-play method and lecture method in favour group taught CRS using role-play method. The result equally revealed that gender is not significant on student’s achievement in CRS and that role-play instructional strategy is gender friendly. The null hypotheses tested revealed that gender is not significant on students’ interest in CRS, that there is no significant interaction effect between gender and instructional treatment with respect to students achievement, and that there is significant interaction effect between gender and instructional treatment with respect to students interest. Based on these findings, recommendations and suggestions for further studies were made therein.


TABLE OF CONTENTS

Title Page
Abstract
Table of Contents
List of Tables

CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problems
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Research Hypotheses

CHAPTER TWO: LITERATURE REVIEW
Conceptual Framework
Concept of Christian Religious Studies
Concept of Role-Play
Concept of Interest
Concept of Achievement
Gender and Academic Achievement
Theoretical Framework
Theory of Constructivism
Theory of Multiple Intelligences
Review of Empirical Studies
Teacher’s instructional styles/strategy and student’s achievement in Christian Religious Studies
Gender and Student’s Achievement in CRS in Secondary Schools
Interest and Student’s Achievement in CRS in School
Summary of Literature Reviewed

CHAPTER THREE: RESEARCH METHOD
Design of the Study
Area of the Study
Population of the Study
Sample and Sampling Techniques
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Experimental Procedure
Control of Extraneous Variables
Method of Data Analysis

CHAPTER FOUR: RESULT
Summary of findings

CHAPTER FIVE: DISCUSSION, SUMMARY, CONCLUSION AND RECOMMENDATIONS
Discussion of finding
Summary of the study
Conclusion
Implication of the findings
Recommendations
Limitation of the study
Suggestion for further studies
REFERENCES
APPENDIX

CHAPTER ONE

INTRODUCTION

Background of the Study
The high level of moral decadence and insurgencies in Nigerian nation is an indication that there is poor religious teaching in secondary school system. Christian religious studies (CRS) as one of the religious subjects taught in secondary school in Nigerian takes a central position in ensuring moral and spiritual well being of individuals in the society. The key roles of CRS in equipping the individuals and ensuring high level of morality is made clear in the objectives of CRS at the senior secondary level which include; to provide more opportunities for Nigerian youths to learn more about god and thereby develop their faith in god; to enable the youths to accept Christ as their savior; to help the youths develop Christian attitude and moral values (such as humility, respect, love, and justice, etc); to instill in the youth the spirit of tolerance , reconciliation ,peaceful co existence and non-violence as well as to develop and foster in the youth the spirit of respect for all people and human life (Universal Basic Education Curriculum (UBA), 2013).


Without effective religious studies Nigerian nation will likely to end up in conflict, religious crisis, insurgencies and social unrest among other things. This is because religious control human actions in both social, political, economical and otherwise (Eluu, 2009). The teaching of CRS dates back to the 19th century with the pioneers of Nigerian education (Banjo, 2003). During the missionary administration because of the moral values it teaches the people. Following the government takeover of schools, Nigerian, secondary school curriculum was reviewed and more emphasis was placed on the studies of science and technological subjects. This shift affected the study and interest of students in CRS in school system leading to poor enrollment in CRS. Gbenda (2004) stresses that student’s enrollment and interest in CRS could as well be as of result of inadequate provision of teaching aids, fewer professional teachers and lack of incentives among other things. Njoku (2009) equally adduced that poor enrollment of student in CRS could be attributed to teacher’s instructional delivery system and teachers’ personality. CRS is taught in all the senior secondary schools in Nigerian as an elective subject. The elective nature of the subject in senior secondary schools in Nigeria equally reduced the number of students that register for the subject in West African examination council (WAEC) and national examination council (NECO) as well as other internal examination. CRS is a subject that bases its teaching on the life and teaching of Jesus Christ (Ugwu, 2001) as a teaching subject, it is not only geared towards converting people to Christianity, but is necessary for value formation, orientation and reorientation of value system as well as spiritual upliftment of the student. Ali and Akubue in Njoku (2009) observed that, CRS is a subject which aims at developing and fostering in the lives of the students Christian attitudes and values such as respect to life, obedience to constitutional authority, responsible self, selfless series to God and humanity. To them, CRS is seen as an academic discipline that is designed to provide the leaner with moral and spiritual transformation. This shows that CRS is the study of Christian lifestyles such as love, caring, patience, faith, forgiveness and hope in God as well as good relationship among men. Obanya in Njoku (2004) maintained that CRS like every other subjects has five features. These features are; a set of rational theoretical formulation, inherent capacity for growth, applicable solution to human problems, organized Body of the knowledge and a degree of uniformity with other area of academic activities. In the context of this study, CRS is defined as a social science subject that teaches students good moral behaviour, fearing of God, knowledge and skills that will make them to contribute their quota in socio-economic and moral development in senior secondary schools. The inclusion of sound religions and moral values in the life of students invariably could help in the development of spiritual and moral sound being of the students. These important values attached to the study of CRS in schools cannot be achieved if teachers do not utilized effective teaching method that appeals to all the senses of students in leaning situations.
Teaching method as noted by Agwu (2005) refers to the overall plan for the orderly presentation of content of learning materials. Usually a method is driven by a philosophy or an assumption about how students learn in school. Teaching method is therefore, a general process the teacher adopts in presenting his lesson to the students, such that students learn such as assigning roles to individual students in the classroom. The important index in the teaching and learning process is that the students learn at the end of teaching (Aguokogbuo, 2005). Hence, the use of good teaching method in teaching of CRS plays an important role in harmonizing classroom instruction. Nevertheless, it has been noted with dismay that even a subject as important as CRS is taught using the traditional lecture method (talk and chalk) (Asogwa & Echemazu, 2011). This old method, conventional as it is, appears to have reduced students’ interest and enrollment in the subject each year for both WAEC and NECO. For instance, Abdulhamid (2010) found that lecture method used by teachers have made many student lost their interest in classroom of learning and consequently may reduce students enrollment in some subject areas. He added that the use of lecture method set the teacher as the only active participant in the class while the students are complete observers or admirers through the lesson. The theory of constructivism sees learning as the active participation in various activities within and outside the classroom. Therefore, inability of teachers to use methods that encourages students’ active participation could lead students to laziness, role memorization which even actually kills students’ interest and attitudes towards the learning of CRS. The theory of multiple intelligences holds the view that human being has fine separate intelligences (visual/spatial, verbal and logical, body/kinetic, musical, inter-personal intelligences). Therefore, if educators teach their students using methods that utilizes these intelligences in learning would promote students’ interest in learning process. Asogwa and Echemazu (2011) opines that most teachers rely on lecture method because of their experiences as most of them still regarded the way they were taught in their own days as the best way to teach in this modern times....

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