availability of laboratory facilities for effective teaching – learning of christian religious studies in junior secondary schools in enugu north l.g.a

AVAILABILITY OF LABORATORY FACILITIES FOR EFFECTIVE TEACHING – LEARNING OF CHRISTIAN RELIGIOUS STUDIES IN JUNIOR SECONDARY SCHOOLS IN ENUGU NORTH L.G.A

ABSTRACT

This study focused on the availability of teachers and laboratory facilities for effective teaching and learning of Christian Religious Studies in junior secondary schools using a survey research design in Enugu-North Local Government Area, Enugu state. A sample size of 40 teachers were selected for the study. The study sheds light on the impact of this shortage on various aspects of education, including the quality of instruction, workload and stress levels of existing teachers, availability of resources and materials, and students' motivation and interest in studying Christian religious studies. The findings of the study emphasize the urgent need for intervention and reform in the recruitment and training of qualified Christian religious teachers. The shortage of such teachers poses significant challenges to the education system, compromising the quality of instruction and hindering the establishment of an optimal learning environment for students. To address this issue, policymakers and educational institutions should collaborate to develop comprehensive strategies that attract qualified individuals to pursue teaching careers in Christian religious studies. Efforts should also be made to provide professional development opportunities for existing teachers, enabling them to enhance their pedagogical skills and stay updated with the latest teaching methods and curriculum requirements. By addressing the shortage of qualified Christian religious teachers and laboratory facilities and implementing the recommended strategies, the education system can ensure a high standard of education and foster an optimal learning environment for students studying Christian religious knowledge.

CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF STUDY

Religion encompasses the beliefs, attitudes, emotions, and actions that define a person's connection with the forces and principles governing the universe, particularly with a deity or deities. Additionally, it entails a devoted and conscientious focus (Lawal, 2012). Christian Religious Knowledge or Studies pertains specifically to the followers of Christ. Initially, it was considered a regional faith, belonging to the Jewish community, known as Judaism or Yahwehism, also referred to as Hebrew. The practice of Christian religion endures in Nigeria because it fosters positive values and ethics. Religion and education are inseparable, which is why religious education is integrated into the National Curriculum of Education from primary to university levels. The curriculum for Christian Religious Education in some African and Asian nations is credited to saint Ignatius Loyola, the founder of the Jesuit Order of the Roman Catholic Church, and later adopted by the World Council of Churches to promote unity among Christian denominations (Magoma, 2012).

Regrettably, Religious Education is often undervalued as a subject and is sometimes seen as a mere requirement to fulfill the quota of subjects needed for examinations. In many schools, the time designated for religious instruction is frequently diverted towards discussions on current events (Gabriel, 2017). In Nigeria, over 50% of the population practices Islam, while the remainder follows Christianity or African Traditional Religions. The syllabi for Islamic and Christian Religious knowledge have been developed by state and Federal Ministries of Education since the 1950s, preparing students for the West African School Certificate Examinations. These subjects gained significant popularity. In 1984, Nigeria underwent an educational system overhaul, and at the same time, all syllabi were reviewed by subject panels under the Nigerian Educational Research Council, affiliated with the Ministry of Education. According to this curriculum, teaching Islam and Christianity in Nigeria is expected to be conducted in a professional manner, instructing students on how to "practice" their respective religions (Lemu, 2012).

Despite the pivotal role Christian Religious Knowledge plays in instilling moral values and behavioral change in individuals and society, it is noteworthy that student performance in this subject is on the decline. Moreover, there appears to be a growing disinterest in Christian Religious Studies among senior secondary school students. They lack the motivation to approach Christian Religious Studies with seriousness and to put into practice the teachings imparted therein (Lawal, 2010). This issue is not without its underlying causes.

It has been noted that several factors influence the study of Christian Religious Studies as a subject, consequently impacting student performance. Despite the importance of CRS in the curriculum, there are concerns about the availability of teachers and laboratory facilities for effective teaching and learning of the subject in junior secondary schools. In light of these considerations.

Teachers are considered the primary determinants of educational quality and are expected to be effective and dedicated. Hanushek and Rivkin (2019) describe effective teachers as consistently achieving positive outcomes in student learning, whereas ineffective teachers yield limited learning growth. In a study on the importance of teacher quality, Hopkin (2001) identifies the teacher as the most significant factor in any curriculum. Consequently, students' responses depend, to a large extent, on the qualifications of their teachers. Thomson (2001) expresses concern over the high proportion of inadequately qualified teachers in schools in Nigeria. Uzor (2004) conducted a study on the effect of teacher qualifications on the teaching and learning in secondary schools in Enugu State, revealing that teachers' qualifications have a negative influence on students' interest, leading to ineffective learning and presenting challenges to the teaching and learning of integrated and computer science. Soyibo (2004) emphasizes that a teacher should possess a solid academic and professional knowledge of the subject in order to function effectively. Therefore, it is imperative for teachers to have a thorough understanding of the subjects and how they can be integrated effectively. Failure to do so contributes to the difficulties encountered in the learning of computer and integrated science in schools that lack qualified teachers in these areas.

A laboratory is an activity that can be carried out individually or in a group setting, employing two main approaches: the exercise approach and the experimental approach. These approaches are commonly used in the teaching of science for various reasons. Caste (2000) states that laboratory equipment is utilized in secondary schools to provide practical meaning to the verbal descriptions of computer components and the circulatory system. Nwobu (2002) suggests that laboratory equipment and materials offer students the opportunity to develop attitudes, such as critical thinking and objectivity. By engaging in laboratory work, students learn to handle apparatus and instruments, thereby developing manipulative skills. Furthermore, laboratory work reinforces theoretical learning by connecting it to real-world applications. Thus, to promote effective teaching and understanding, it is crucial for science teachers to have access to adequate equipment and materials in the laboratory, facilitating conceptual thinking and meaningful instruction. According to Wikipedia Encyclopedia (2000), a laboratory refers to a room where tools and equipment are stored for practical purposes. Mentor (2001) adds that practical work plays a vital role in providing students with a sense of the challenges associated with measurement and the inherent presence of uncertainty. Laboratory equipment encompasses the various tools and instruments utilized by scientists in their laboratory work.

Given, the importance of teachers and laboratory facilities in teaching, this research therefore sets out to examine the availability of teachers and laboratory facilities for the teaching and learning of CRS in junior secondary schools in Enugu North. It is essential to investigate the current state of teacher availability and laboratory facilities to identify any gaps or challenges that may hinder the quality of CRS education.

1.2    STATEMENT OF THE PROBLEM

The inadequate availability of qualified teachers and well-equipped laboratory facilities for teaching and learning CRS in junior secondary schools in Enugu North has resulted in significant challenges within the educational sector.  The lack of a sufficient number of qualified CRS teachers in junior secondary schools has resulted in large class sizes and limited individual attention to students. This shortage of competent teachers has a detrimental effect on the overall quality of instruction and hinders effective learning outcomes in CRS (Lassa, 2019). The unavailability of qualified teachers and well-equipped laboratory facilities directly affects the teaching of CRS in junior secondary schools. The lack of competent teachers hampers effective instruction and limits students' ability to grasp and apply CRS concepts. The absence of adequate laboratory resources restricts the opportunities for practical and experiential learning, which are crucial for a comprehensive understanding of CRS 9Ogusanju, 2017).

Identifying these problems highlights the critical need for addressing the shortage of qualified teachers and improving laboratory facilities in junior secondary schools. By understanding the root causes and negative effects, appropriate measures can be taken to enhance the availability of qualified teachers and ensure well-equipped laboratory facilities, thereby improving the teaching and learning of CRS in Enugu North.

1.3 RSEARCH QUESTIONS

In order to achieve the study objectives, the following research questions were adopted to guide the study:

1. How does the shortage of qualified Christian religious teachers and laboratory facilities increase the workload and stress for existing teachers in junior secondary schools in Enugu-North Local Government Area?
2. In what ways does the shortage of qualified Christian religious teachers and laboratory facilities affect the overall performance of junior secondary school students in the subject?
3. How does the shortage of qualified Christian religious teachers and laboratory facilities hinder students' motivation and interest in studying Christian religious studies?

1.4 OBJECTIVES OF THE STUDY

The general objective of this study is to assess the availability of teachers and laboratory facilities for effective teaching and learning of CRS in junior secondary schools in Enugu North. Specifically, the study aims to:

1. To investigate the relationship between the shortage of qualified Christian religious teachers and increased workload and stress for existing teachers in junior secondary schools in Enugu-North Local Government Area.
2. To determine the extent to which the shortage of qualified Christian religious teachers and laboratory facilities affects the overall performance of junior secondary school students in the subject.
3. To explore the influence of the shortage of qualified Christian religious teachers and laboratory facilities on students' motivation and interest in studying Christian religious studies.

1.4 RESEARCH HYPOTHESIS

HYPOTHESIS 1

H0: There is no significant relationship between the shortage of qualified Christian religious teachers and laboratory facilitiesin junior secondary schools in Enugu-North Local Government Area on the academic performance and overall development of students in the subject

H1: There is significant relationship between the shortage of qualified Christian religious teachers and laboratory facilities in junior secondary schools in Enugu-North Local Government Area on the academic performance and overall development of students in the subject

HYPOTHESIS 2

H₀:There is no mean difference in gender responses of the respondents that the shortage of qualified Christian religious teachers and laboratory facilities has led to increased workload and stress for existing teachers in junior secondary schools in Enugu-North Local Government Area.

H₁: There is mean difference in gender responses of the respondents that the shortage of qualified Christian religious teachers and laboratory facilities has led to increased workload and stress for existing teachers in junior secondary schools in Enugu-North Local Government Area.

 1.5 SIGNIFICANCE OF THE STUDY

The findings of this study will have several implications for various stakeholders in the education sector. Firstly, the results will inform educational policymakers and school administrators about the current state of teacher availability and laboratory facilities for CRS education in Enugu North. This knowledge can guide decision-making processes regarding resource allocation, teacher recruitment, and infrastructure development.

Additionally, the study will benefit CRS teachers by highlighting areas where professional development and support are needed to enhance their instructional competence. It will also shed light on the importance of laboratory facilities in facilitating practical learning experiences, emphasizing the need for investment in infrastructure and resources.

Furthermore, the research will contribute to the existing body of knowledge by providing empirical evidence on the relationship between teacher availability, laboratory facilities, and students' academic performance in CRS. It will serve as a valuable resource for future researchers, educational practitioners, and policymakers interested in improving the quality of CRS education in Enugu North LGA.

1.6 SCOPE OF THE STUDY

This study focuses on the availability of teachers and laboratory facilities for effective teaching and learning of CRS in junior secondary schools in Enugu North. The research will involve a sample of schools within the geographical boundaries of Enugu North, selected through a purposive sampling technique. The study will primarily employ quantitative research methods, such as surveys and data analysis.

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