CHAPTER FOUR

RESULT AND DISCUSSION

1.0 Introduction

This chapter presents the result and the analysis of the data obtained through the questionnaire
distributed. The data was used to validate the research questions. In achieving this purpose,
descriptive statistical method involving the use of Mean, percentage and Frequency counts was
used to analyse the data using only valid responses from the data while inferential statistics –
Pearson product moment correlation statistical test was used to test hypotheses

S/N Variables Frequency Percentage (%)

1 Gender
Male 112 44.8
Female 138 55.2
Total 250 100
2 Class
Jss1 20 8.6
Jss2 16 6.8
Jss3 198 84.6
Total 234 100

Table 1 shows the demographic characteristics of the respondents. The data from the table shows

112(44.8%) of the Students that participated in the study were male students while the remaining

138(55.2%) were female students. As the regards to the distribution of the respondents based on

their present class, the result from the table indicates that majority of the Students were from JSS

3, thus constituting 198(84.6%) of the sample used. 16(6.8%) were JSS 2 where JSS 1

constitutes only 20(8.6%) of the students used in the study.

4.2 Answers to Research Questions

Table 2: The status of CRS in the UBE scheme in Nigeria

S/N Statements Strongly Agree Disagree Strongly
Agree Disagree
1 The position of CRS in the UBE is very important 76 104 54 16
(30.4%) (35.0%) (21.6%) (6.4%)
2 The status of CRS in the UBE discourages students 52 68 86 44
interest in the subject (20.8%) (27.2%) (34.4%) (17.6%)
3 Students see CRS as a mere marginal subject in the 52 86 78 34
UBE (20.8%) (34.4%) (31.2%) (13.6%)
4 I want improvement in the status of CRS been the UBE 102 102 36 10
(40.8%) (40.8%) (14.4%) (4.0%)
5 Students see the status of CRS in the UBE as optional 84 106 16 44
(33.6%) (42.2%) (6.4%) (17.6%)
Table 2 shows the responses of the participants on the status of CRS in UBE scheme in Nigeria.

Result from the table shows that 182(65.4%) of the participants admitted that the position CRS in

the UBE is very important in sustaining national values while 70(28%) of the respondent

disagreed with the statement. 120(48.0%) agreed that the status of CRS in the UBE discourage

students interest in the subject while 132(48%) of the respondent is not in support of the

statement. 138(55.2%) of the respondents agreed that students see CRS as a mere marginal

subject in the UBE while 112(44.8%) of the respondents did not agree to this. In a similar

reaction, 204(81.6%) of the respondents agreed that they want improvement in the status of CRS

in the UBE while 46(18.4%) of the respondents did not support the statement. Finally, 190(76%)

agreed to the statement students see the status of CRS in the UBE as optional while 60(24%) of

the respondent disagreed with the statement. In summary, it can be deduced that majority of the

participants were of the view that CRS should play a critical role in the developing a well round

Students in Nigeria rather than the optional status been given to it in the UBE programme.

Table 3: The content of CRS in the UBE schemes

S/N Statements Strongly Agree Disagree Strongly
Agree Disagree
1 The contents of CRS in the UBE is 144 36 16 54
 interesting and educating (57.6%) (14.4%) (6.4%) (21.6%)
2 I love CRS because it teaches moral 112 50 54 34
(44.8%) (20.0%) (21.6%) (13.6%)
3 CRS contents is difficult to understand 36 46 66 102
(14.4%) (18.4%) (26.4%) (40.8%)
4 CRS is boring when is being taught 54 44 52 100
(21.6%) (17.6%) (20.8%) (40.0%)
5 CRS content is irrelevant to day to day life 96 118 36
(38.4%) (47.2%) (14.4%)

Table 3 shows the responses of the respondents on the content of CRS in the UBE schemes.
From the data 180(72%) agreed that the content of CRS in the UBE is interesting and educating
while 70(49.6%) disagreed. 162(64.8%) agreed that they love CRS because it teaches moral
while 88(35.2%) of the respondents did not concur to the statement. 80(32.8%) agreed to the
statement that CRS content is difficult to understand while 168(66.8%) disagreed. 98(39.2%)
agreed that CRS is boring when is being taught while 152(68%) did not support the
statement.214(85.6%) of the respondents agree to the statement that CRS contents is irrelevant to
day to day life while 36(14.4%) disagreed.

Table 4 : Content goals/objectives of CRS in the UBE programme

S/N Statements Strongly Agree Disagree Strongly

Agree Disagree
1 The content of CRS teaches morality as in the 96 118 36
goals and objectives of UBE (38.4%) (47.2%) (14.4%)
2 CRS help students to live a meaningful and 60 70 120
fulfilled life (24.0%) (28.0%) (48.0%)
3 CRS teaches socialization as in goals and 70 104 18 42
objectives of UBE (29.9%) (44.4%) (7.7%) (17.9%)
4 CRS help students to discharge their civic 88 68 50 44
right (35.2) (27.2%) (20.0%) (17.6%)
5 CRS helps students to contribute to the 92 52 52 54
development of the society (36.8%) (20.8%) (20.8%) (21.6%)

Table 4 shows the responses of the respondent the content and goals/objective of UBE in Junior

Secondary schools. From the table above, it is evident that 98(38.4%) of the respondents agreed

that the contents of CRS teaches morality as in the goals and objectives of UBE while

154(62.6%) did not agree to this. 130(52%) of the respondents agreed that CRS can help students
to live a meaningful and fulfilled life while 36(14.4%) of the respondents disagreed. 174(74.3%)

agreed that CRS teaches socialization as in goals and objectives of UBE while120(48.0%)

disagreed. 156(62.4%) of the respondents agreed that CRS help students to discharge their civic

right while 94(37.6%) of the respondents are not in support of the statement.144(57.6%) of the

respondents agreed that CRS helps students to contribute to the development of the society while

1064(42.4%) of the population did not concur to the statement.

Table 5: Perception of Junior Secondary School students CRS in the UBE programme

S/N Statements Strongly Agree Disagree Strongly

Agree Disagree
1 Students see CRS in the UBE58.8 as 136 68 18 28(11.2%)
very important (54.4%) (27.2%) (7.2%)
2 Pupil see CRS in the UBE as an 52 88 68 42
interesting subject (20.8%) (35.2%) (27.2%) (16.8%)
3 Students se CRS in the UBE as a mere 46 100 50 54
marginal subject (18.4%) (40.0%) (20.0%) (21.6%)
4 Students see CRS in the UBE as an 66 80 70 34
alternative subject (26.4%) (32.4%) (28.0%) (13.6%)
5 Students see CRS as irrelevant since 64 34 48 104
moral is taught in church (25.6%) (13.6%) (19.2%) (41.6%)

Table 5 above shows the responses of the respondents on the perception of Junior Secondary

school Students of CRS in the UBE programme. From the result, it is evident that 206(81.6%) of

the respondents agreed that Students see CRS in the UBE very important while 46(18.4%) of the

respondents disagreed with the statement. 140(56%) of the respondents agreed that they see CRS

in the UBE as interesting subject while110 (44%) of the respondent disagreed with this

statement. 146(58.4%) of the respondents agreed that Students see CRS in the UBE as a mere

marginal subject while 104(41.6%) disagreed with this. 146(58.8%) of the respondents agreed

that Students see CRS as an alternative subject while 104(41.6%) disagreed with this. 98(39.2%)
of the respondents agreed that Students see CRS as irrelevant since moral is taught in church

while 152(60.8%) of the respondents did not concur to it.

Table 6: Attitude of Junior Secondary school Students towards CRS

S/N Statements Strongly Agree Disagree Strongly
Agree Disagree
1 Students think that CRS is inferior 36 26 102 86
(14.4%) (10.4%) (40.8%) (34.4%)
2 The attitude of Students influences others 86 68 34 62
towards the subject (34.4%) (27.2%) (13.6%) (24.8%)
3 Students see the position of CRS As 104 18 96 32
irrelevant because it is taught in churches (41.6%) (7.2%) (38.4%) (12.8%)
4 I think CRS is not lucrative 50 60 86 50
(20.7%) (24.8%) (35.5%) (20.7%)
5 Students think CRS is needless to study 36 32 54 120
because one can be morally ok with the (14.9%) (13.2%) (22.3) (49.6%)
subject

Table 6 above shows the responses of the respondents on the thinking and attitude of Junior

Secondary school Students towards CRS in the UBE programme. The data from the table shows

that 62(24.8%) of the respondents agreed that students think that CRS is inferior while

188(72.2%) of the respondents disagreed. 154(61.6%) of the respondents agreed that the attitude

of Students influence others towards the subject while 96(38.4%) of the respondents disagree

with the statement. 122(48.8%) of the respondents agreed that students see the position of CRS

as irrelevant because it is taught in churches while 128(51.2%) of the respondents disagreed.

110(45.5%) of the respondents agreed that CRS is not lucrative while 130(56.2%) of the

respondents disagreed with it. 68(28.1%) of the respondents agreed that Students think CRS is

needless to study because one can be morally okay with the subject while 174(71.9%) of the

respondents did not support the statement.

Test of Hypothesis

Hypothesis 1: There is no significant difference in status of Christian Religious Studies between

pupils and teachers in junior secondary school

Table 7: Paired sampled t-test analysis showing difference in responses on the status of CRS in
UBE

Sample N Mean S.D df t-value p-value

Teachers
10 3.875 .389
Status of CRS in
UBE 259 2.983 0.000

Students 250 2.763 .593

Table 7 presents the Paired sampled t-test analysis of difference in responses of teachers and

students on the status of CRS in UBE. With respect to the mean scores, teachers recorded a slight

higher mean (M=3.875, S.D= 0.389) than the students (M=2.763, S.D=0.593) with a mean

difference of (1.112). The slight difference in the mean score was statistically significant as (t-

cal=2.983,P>0.00) since p= 0.000. Thus the null hypothesis that stated that there is no significant

difference between students and the teachers’ responses in terms of status of CRS in UBE was

rejected.
Hypothesis 2: There is no significant difference in responses of students and teachers on the

content of CRS and the objective in UBE scheme.

Table 8: Paired sampled t-test analysis showing difference in responses on the Content of CRS in
UBE

Sample N Mean S.D df t-value p-value

Teachers
10
Content of CRS in 3.860 .420
259 0.00
UBE 4.93

Students 250 2.639 .744

Table 8 presents the Paired sampled t-test analysis of difference in responses of teachers and

students on the Content of CRS in UBE. With respect to the mean scores, teachers recorded a

slight higher mean (M=3.860, S.D= 0.420) than the students (M=2.639, S.D=0.744), however

the slight difference in the mean score was statistically significant (t-cal=2.987,P>0.00) since p=

0.000. Thus the null hypothesis that stated that there is no significant difference between students

and the teachers’ responses on content of CRS in UBE was rejected.

Hypothesis 3: There is no significant difference between teachers and students position on the

CRS objectives/goals in UBE?

Table 9: Paired sampled t-test analysis showing difference in responses on the CRS
objectives/goals in UBE by teachers and students

Sample N Mean S.D df t-value p-value

Teachers
10
CRS 3.361 .359
0.000
objectives/goals in 259 3.82
UBE
Students 250 2.374 .464

Table 9 presents the Paired sampled t-test analysis of difference in responses of teachers and

students on the CRS objectives/goals in UBE. With respect to the mean scores, teachers recorded
a slight higher mean (M=3.361, S.D= 0.359) than the students (M=2.374, S.D=0.464), however

the slight difference in the mean score was statistically significant (t-cal=3.82, P>0.00) since p=

0.000. Thus the null hypothesis that stated that there is no significant difference between students

and the teachers’ responses on the position of CRS objectives/goals in UBE was rejected.

Hypothesis 4 There is no significant relationship between perception of teachers and

pupils on CRS in the UBE Scheme.

Table 10: Paired sampled t-test analysis showing difference in Perception of teachers and
students on CRS in the UBE Scheme

Sample N Mean S.D df t-value p-value

Teachers
10
Perception of CRS 3.361 .359
0.094
in UBE Scheme 259 1.82

Students 250 2.374 .464

Table 10 presents the Paired sampled t-test analysis of difference in the perception of teachers

and students on CRS in UBE scheme. With respect to the mean scores, teachers recorded a very

slight higher mean (M=3.338, S.D= 0.380) than the students (M=3.174, S.D=0.464), however

the slight difference in the mean score was not statistically significant (t-cal=1.82, P<0.05) since

p= 0.094. Thus the null hypothesis that stated that there is no significant difference between

students and the teachers’ perception on the CRS position in UBE Scheme was retained.
Hypothesis 5: There is no significant difference of teachers and students on the attitude of

teachers towards the CRS Subject in UBE Scheme

Table 11: Paired sampled t-test analysis showing difference in attitude of teachers and students
towards CRS in the UBE Scheme

Sample N Mean S.D df t-value p-value

Teachers
10
Attitude towards 2.861 .367
0.179
CRS in UBE 259 1.44
Scheme
Students 250 2.974 .388

Table 9 presents the Paired sampled t-test analysis of difference in the perception of teachers and

students on CRS in UBE scheme. With respect to the mean scores, students recorded a very

slight higher mean (M=2.974, S.D= 0.388) than the teachers (M=2.861, S.D=0.367), however the

slight difference in the mean score was not statistically significant (t-cal=1.44, P<0.05) since p=

0.194. Thus the null hypothesis that stated that there is no significant difference between students

and the teachers’ attitudes towards CRS as subject in UBE Scheme was retained.