CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

In recent times, secondary school students in Nigeria have been submerged in all sort of

mishaps, crimes and atrocities. Some of these crimes includes: exam malpractice, cyber fraud,

truancy, to mention but a few. This sudden wave triggers an unexpected quest of power and

affluence amongst the students. However, these issues will be reduced or eradicated through

Christian Religious Education. Generally, Christian religious education is a process by which

learning of moral values take place. It often involves teaching which enables practicing

Christians to adopt and deepen their belief, values and dispositions to experience and act in a

Christian way.

According to Miracle (2015), Christian religious education is the type of education in

which the curriculum, teaching and other educational practices are determined by a Christian

religious worldview, which holds that there is a supreme being who is responsible for the

existence of everything, seen and unseen Coe (1978). Christian religious education, according to

Tracy (1978), is the culture and training of the intellect, the emotion, and the will, so as to make

the three functions effective in every possible way. This is to result in students knowing the truth,

appreciate the beautiful, and will the good. In essence, Christian religious education is to help

students develop in all the three domains of learning which are cognitive, behavioural, and

affective. It directs students along the path of harmonious development. However, the knowledge

of Christian religious education will enable students to relate cordially, not just to Christians but

humanity at large. The knowledge of Christian religious education will also promote cultural

integration, unity and appreciate our religious heritage.

 On the other hand, peaceful coexistence is a situation whereby people live together in

peace rather in constant hostility. It is important to note that peaceful co-existence was a theory

developed and applied by the Soviet Union at various points during cold war in the context of its

Ostensibly Marxist Leninist foreign policy and was adopted by Soviet influenced “Socialist

states” that they could peacefully co-exist with the capitalist bloc (ie, non-communist states).

Dzurgba (2007) defines peaceful co-existence as freedom from quarrel, strife, conflict, rioting,

disorder, hostility violence or war.” He adds that “it is freedom from fear, anxiety, uncertainty

disturbance or tension” and that “it is an atmosphere of calmness, security and safety. This

proves that peaceful co-existence guarantees safety and harmony in a society.

Regrettably, crime among youths is increasingly becoming unbearable and threatening on

the social fabric and peace of the society. Youths of school age most times are arrested by school

authorities or the police for stealing, smoking, drug abuse or other criminal activities. These

violent activities posed serious threat to the socioeconomic wellbeing of the school system in

particular and the society in general. For example, on the 3rd of November 2020 as reported by

The Cable news, Quadri Olalekan, a student of Ifesowapo Community Secondary School Ibadan

was killed by a 21years old Biodun Owolabi. The cable news reported that a day to the deceased

birthday, the mother asked him to do some chores and it was while doing this that Owolabi came

calling. He followed Owolabi who reportedly tricked him that there was a job to do. However,

when the mother could not find him after several hours, she raised the alarm and a search began.

The community member approached Owolabi who initially denied but later confessed to killing

the missing child after intense pressure.

The National Drug law Enforcement Agency also reported that 40 per cent of Nigerian

Youths between 18 and 35 years are deeply involved in drug abuse. Drug abuse has caused a lot
of damage among our youths. Recently, the chief executive officer of super TV, Michael Ataga

was murdered by Chidinma Ojukwu, an undergraduate student at the University of Lagos. As

reported by the Premium times on June 26, 2021. The 21 years old was captured smoking

cannabis and puffing intermittently before the incident occurred (Alabi and Adebowale, 2021).

However, several other incidents have shown that crime among youths is becoming unbearable.

This calls for a serious attention in the teaching of Christian religious education, which helps to

mold the character of a child and improve his morality.

Ibadan North which is the scope of this research has been a peaceful local area, it has also

attracted members from other ethnic communities. However, the area has suffered some setbacks

due to crimes and religious crisis. The religious misunderstanding that occurred at the university

of Ibadan international school (ISI) raised a lot of issues and debates among students and

members of the community. It all began, when some parents and guardian decided to distribute

hijabs to their wards, leading the principal, Phebean Olowe, to shut down the school, as she was

worried the development could lead to a breach of peace. According to her, the hijab negates the

section of the school’s constitution that guides dress code.

Dialogue did not resolve the crisis and the warring parties went to court. The aggrieved

parents contended that the action of the school violated their rights to freedom of thought,

religion and education as contained in section 38(1) (a) and 42(1) (a) of Nigeria’s constitution

but the court declared the act as “wrongful and unconstitutional” (Iyabo Lawal, 2019). Moreover,

it is glaring that if there was genuine love amongst the Christians and Muslims in the school, this

issue was not cogent enough to cause rift between the Muslim parents and the principal of the

school. Therefore, peace building becomes increasingly important as a means of preventing

continuing hostility.
 Peace is very essential for the progress of every society. At the heart of every faith,

community and culture lies a need to advance peaceful co-existence to enhance productive,

meaningful and sustainable society. Esan (2013) rightly claims that the belief system of people

influences the way they think, feel and perceive things in relation to people of other religions and

culture. Therefore, it is very important to examine how children are socialized in their different

cultures and Religions. This is because family/home is the first agent in the socialization process.

When a child is trained with the right doctrines, he or she would grow up to be an ambassador of

peace. Peace is the action that builds bridges across social barrier, create harmony and promote

peaceful co-existence and development (Abindu 2002). Peace promotes social and economic

stability. Violence in different forms such as ethnic, religion, cultural and social-political issues

will weigh-down the harmonious relationship of any society.

Daudu (2005) added that where there is peaceful co-existence, there is integration among

people of different religions and tribal backgrounds. Therefore, a society where there is peaceful

co-existence, ethnic or religious conflicts will never abound. Religious differences have a way of

creating disparity amongst students everywhere all over the world and Ibadan Nigeria is not

excluded. Also, one of the serious problems in the society today is disunity. It has been a national

concern from time immemorial, though it is often seen as something new. Different sectors have

deemed it fit to give necessary attention to curb disunity extensively. In essence, this work

focuses on how Christian Religious Education maintains peace and unity in the society.

However, to instill discipline and enhance peaceful co-existence, Christian Religious

Education is not only to impact content of the Bible in schools but to impact moral lessons and

instructions. Religion provides the moral foundation of every society. Religion teaches that
certain things are good and certain things are bad. Without a sound or strong moral foundation

every society or nation eventually collapses.

It is important to give background information on Christian Religious Education.

Christian Religious Education (CRE) is one of the major subjects missionaries bequeathed to

Nigerian education system on the establishment of schools by the 19th century missionaries. The

aim was to train people who will be of immense help to the actualization of the colonial goals

(colonization, Christianity and commerce).

In other to achieve the above, the major curriculum contents of their educational system

were Bible knowledge, Arithmetic and English language for communication. To implement fully

the contents, adequate attention was given to the understanding of the place of God in man’s life.

Nsongo( 2001) opines that during the missionary era, bible knowledge otherwise known as

Christian religious education was the core subject. Subsequently, after independence,

government took over schools; there was a clarion call for review of curriculum in 1983. The call

was as a result of criticisms leveled against colonial education, which some scholars viewed as

being too art oriented and as such lacked relevance to the political emancipation and

infrastructural development of Nigeria.

Ocho (2005) further explained that the situation led to the modification of the curriculum

with greater emphasis on sciences and technological subjects. Following the shift in the study of

Christian religious education, motivation started dwindling, and interest in the subject dropped.

Arinze (1982) noted that with the review in curriculum, the study of Christian religious

education was no longer taken seriously as it was in the time of the missionaries. Arinze further

remarked that the teaching of the subject witnessed slackening of control by principal and head

teachers. Also, he noticed difficulty of training and assigning teachers, placing the subject in the
school timetable, teachers’ lack of commitment and other defects such as students’ dishonesty,

examination malpractices and disrespect to mention but a few. In support of the above assertion,

Ndarwa (2007) maintained that pupils nowadays are groomed to be intellectual giants in science

and technology with little or no interest in the moral growth, this he referred to as spiritually

dwarfism. Ndarwa maintained that when the children /pupils grow older, they may create an

avenue to close the spiritual vacuum. Some of the pupils may join secret cults to perpetuate evil

in diverse forms. In this way the goals and objectives of including Christian religious education

in the school curriculum has been jeopardized. Therefore, in order to restore normalcy in the

society, the importance of Christian Religious Education in promoting peaceful co-existence

needs to be examined especially in Ibadan North Local Government of Oyo State.

Obilom (2004) observes that Christian Religious Education (CRE) that is based on sound

Biblical principles brings social happenings, change situations from worst to best and provide

means and answers to questions which science alone cannot provide. It provides in no small

measures the patterns of life and behavior in society. Christian Religious Education is a useful

instrument for social control. It helps individuals conform to the rules and norms of the society.

In the same vein, Robinson (2005) noted that, the teaching of Christian Religion Education gives

the child the right ideas about God, His will and the idea of good and evil. To produce good

citizens who will be useful to God, their nation and their neighbors. Christian Religion Education

also helps children to respect laws and orders and make them be good followers. Christian values

such as honesty, truthfulness, loyalty, obedience, selflessness, kindness to others, and co-

operation at work are all encouraged by Christian Religious Education.

Christian Religious Education at primary, secondary, universities, seminaries and

theological colleges exposes students to principles of dialogue. Imo (1995) added that, apart
from teaching courses that deal with dialogue, students study Islam and other world religions as

part of their syllables. This would help them respect other people’s faith, hence live in peace with

one another.

Mamam (2007), in his view, explains that the need for peace cuts across tribal, ethnic,

political and cultural lines. Therefore, Christian Religious Education often is the bridge that

connects peace to people from different backgrounds and orientations. It is the source of unity

for uniting and bringing people together to form a good community of believers.

Christian Religious education teaches peace and tolerance, and it promote the virtue of

peaceful co-existence such as, forgiveness, reconciliation, love, respect for life and other values

that promote non-violence leading to progress and lasting peace in schools. Christian Religious

education has always been a tool for peace building, because we all believe in the existence of

God. This is why Christian religious Education and peaceful co-existence were fused together, to

survey the root of animosity and incompatibility that exist among secondary school students in

Ibadan North.

1.2 STATEMENT OF THE PROBLEM

One of the major problems that pose a threat to the achievement of Sustainable peace

among students is juvenile delinquency. Christian Religious Education aims at enabling the

Nigerian child to develop the spirit of patriotism, tolerance and other types of productive

qualities of a citizen. Unfortunately juvenile delinquency has constituted a problem that has led

to student’s attrition, late arrival at school, and low academic performance. Other related

behaviours among students that are also of concern include, aggression, theft burglary,

destruction of school property, truancy, rudeness and sexual harassment. These negative

behaviours are observed amongst male and female students of different age categories and
locations. According to the media report, the adolescents’ involvement in crimes is getting

bolder each time. Their involvement is not only in petty crimes, but it also includes rape,

gangsterism, robberies, and even recruiting new members to commit crimes (Bernama,

2014)

As a result of the gradual increase of these crimes among youths, many attempts to

restore sanity and peace have been made at various levels by different groups. The government

has intervened through its agencies. Individuals, schools and others have also contributed, but the

role played by Christian education appears to be silent or non-existent. The researcher found it

necessary to investigate into the matter in order to draw out the roles of Christian religious

education in curbing these crimes and promoting peace among students and the society in

general.

1.3 RESEARCH QUESTIONS

The following questions have been formulated to guide the study:

1.     What are the causes of Religious crises in Ibadan North Local Government Area?

2.     What are the effects of crises on students’ academic activities in Ibadan North?

3.     Why is it necessary or crucial to teach Christian Religious Education in schools?

4.     To what extent can Christian Religious Education promote peaceful co-existence amongst

students in Ibadan North LGA?

5.     What are the approaches adopted by teachers in teaching and learning Christian Religion

Education?

1.4 SCOPE OF THE STUDY

The research covers the role of Christian religious education in promoting peaceful co-existence

among students in Ibadan North Local Government Area of Oyo State.

1.5 SIGNIFICANCE OF THE STUDY

It is the hope of the researcher that at the end of the findings the study would have the

following benefits:

The study would help the students to see the need of education, to improve them in building their

morals on how they will have respect, tolerance for each other and discourage them from

involving themselves in conflicts.

The study would help teachers to improve their method of teachings, and to build students both

physical, psychologically and spiritually. It will also help them to see the danger of being

involved in crimes or destructive attitudes in the society.

Parents would benefit from this study in the sense that they would see the importance of

schooling and also educate their children to embrace peace, growing up with the heart of loving

fellow children in the society.

The study would help our politicians to realize that the act of governance involves people not

stones, and to know that love and peace are fundamental in the society, therefore this would

build good relationship among people.

The study would help other researchers to contribute in transforming and correcting the

understanding of the perpetrators of crises to become instrument of peace, and take the necessary

steps to foster unity and tolerance in the society.

1.6 OPERATIONAL DEFINITION OF TERMS

Christian: a person who professes belief in the teachings of Jesus Christ.

Religion:       Refers to man’s expression of his acknowledgement of the divine or a system of

belief and practices relating to the sacred.

Education:      it is the process of impacting or acquiring general knowledge, developing the

power of reasoning and judgment and generally preparing oneself or others intellectually for

adult life.

Christian Religious Education: it is a subject which enables young Christians to adopt and

deepen their belief, values and dispositions to experience and act in a Christian way

Peace:  it is a situation or period of time in which there is no war or violence in an area. It is

also a state of being calm and living in harmony with somebody.

Peaceful coexistence: people living together in peace rather than in constant hostility. It is

also a type of relationship between States with different social system.

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.0 INTRODUCTION

This chapter gives an insight into various studies conducted by outstanding researchers, as well

as explained terminologies with regards to the role of Christian Religious Education as a tool of

promoting peaceful co-existence. The chapter also gives a resume of the history and present

status of the problem delineated by a concise review of previous studies into closely related

problems

2.1 THEOREITICAL FRAMEWORK

2.1.1 PEACE EDUCATION THEORY

This study is guided by the peace education theory developed under the leadership of Norwegian

Johan Galtung (1969). The epistemological underpinning of this study recognizes the importance

of peace education in our society. In relation to the current study, Galtung (1969) proposed a

theory which is rooted in religious tradition of love compassion, charity, and tolerance, which

helps to reduce threats of interpersonal and environmental violence. During the twentieth

century, there was a growth in social concern about horrific forms of violence, like ecocide,

genocide, modern warfare, ethnic hatred, racism, sexual abuse, domestic violence, and a

corresponding growth in the field of peace education where educators from early child care to

adult use their professional skills to warn fellow citizens about imminent dangers and advise

them about paths to peace.

According to Harris (1996), peace researchers understand that it is not sufficient just to strive for

negative peace, and cessation of violence. To create a peaceful world, humans have to strive for
positive peace, a condition brought about by establishing standards of justice, human rights, and

sustainable development in beloved communities. For educators, this implies not just stopping

the violence to create a positive classroom learning environment but also establishing within

students' minds a commitment to peace principles.

Ian Harris (1988) further explains that one goal of education is to create the conditions for peace,

that is, a society where citizens can freely share concerns, be productive, have creative use of

their time, enjoy human rights and manage conflicts without direct violence. The whole concept

of civilization rotates somewhat around a peace axis.

Comenius (1592-1670), a Czech educator, who in the seventeenth century saw that the road to

peace was through universally shared knowledge. This approach to peace assumes that education

is the key to peace, for example, an understanding of others and shared values will overcome

hostilities that lead to conflict.

Kant (1795), in his book Perpetual Peace, established the liberal notion that humans could

moderate civil violence by constructing legal systems with checks and balances based upon

courts, trials, and jails. This approach to peace is known as peace through justice and rests on the

notion that humans have rational minds capable of creating laws that treat people fairly.

Neoconservatives like William Bennett (1993), the Secretary of Education under Ronald Reagan,

horrified by rising levels of violence in a rapidly deteriorating civil society, promote the teaching

of children in schools values like responsibility, respect, honesty, caring, and fairness. Peace

educators also promote certain values, like commitment to nonviolence. The notion is that if

children adopt these values as adults they will help create a civilized and peaceful society. This

strategy to build peace assumes that conflicts are caused by individuals and not broader social
economic forces. This approach to peace education has some support in education circles as

"character education." (Lasley, 1994)

The theory recognized that different approaches to peace are not mutually exclusive. In fact, they

can complement each other, so that someone concerned about the destruction of Okeluse forest

reserve could teach about the rights of the indigenous people living there, and the problems of

structural poverty that require people to cut down trees in order to make a living.

In addition to providing knowledge about different approaches to achieve peace, peace educators

promote a pedagogy based upon modeling peaceful democratic classroom practices. They share

a hope that through education people can develop certain thoughts that will lead to peaceful

behavior. Some controversial connotations emanated in the usage of the word “peace” in some

religious teachings. These reservations have helped contribute to a diversity of educational

strategies to confront different problems of violence. It also pushed different theorists to

categorize peace education. They categorized it into the following: Human rights education,

environmental education, international education, conflict resolution education, and development

education. Therefore, Religious education, peace education, and peaceful coexistence are

important issue not only for students but also parents and the community at large.

2.1.1 JUSTICE AND PEACE EDUCATION THEORY

Education for peace and justice begins with a number of premises: there continues to be injustice

and violence in the world at the local, national, and inter- national levels; something positive can

be done about these situations; something can be done about them through educational efforts.

While there is general agreement that education can do something about these injustices, there

are some issues about the efficacy and limitations of education in these areas. The Christian
tradition, and in a special way many documents in Catholic social thought, have affirmed all

three of these statements on many occasions. Many educators have posited a connection between

education and the just and peaceful society.

Plato's Republic (1968) described the education of the philosopher king as the most important

factor in bringing about a just society. The philosopher king was to receive a rigorous education

through mathematics and philosophy. Plato also felt that through education the basic ideals of

justice and peace could be clarified and that clarification of such language would ultimately

result in effective actions. It was Plato’s view that education entailed first of all a vision of the

good and just society. Once people embraced this vision it was their responsibility to work for

making this vision a reality. The enduring value of Plato’s political philosophy is that those who

are to rule should be prepared for this by a rigorous intellectual training. A contemplation of

truths that transcends the ordinary experience of individuals may broaden the vision of leaders to

contemplate all political decisions in a wider perspective (Cahn, 1997; Elias, 1995).

Although according to today’s standards, Plato's vision of the just society contains certain

injustices with its class rigidity and aristocratic rule, Plato brought the issue of justice to the fore

in education with penetrating analysis of the meaning of justice and its various components

(Noddings, 1995). Plato’s stress on the importance of the state and state education has been a

valuable contribution to Western political theory.

For Aristotle, Plato’s disciple, justice is one of the four virtues along with prudence, fortitude,

and temperance necessary for the well-being and happiness of individuals and societies. Aristotle

concludes that the virtue of justice is achieved through the performance of just actions.

Aristotle’s treatises on ethics and politics are largely discussions about the education of persons
for participation in a just and peaceful society. Aristotle’s approach to moral and political

education entails that people be trained in morally appropriate modes of conduct, which Aristotle

called habits. It was the function of the community to inculcate values in its young ones through

supervised training. This training was the building and formation of character (Aristotle, 1985).

In conclusion, Plato and Aristotle maintains that inculcating moral values in individuals at young

age would help them promote peace and justice in the society

In Nigeria today, the Education for justice and peace is still relevant. In 2015, the international

community identified education as a crucial tool in preventing crime, drug use and violent

extremism among youth. It is in this spirit that the Federal Ministry of Education and the United

Nations Office on Drugs and Crime (UNODC) launched the Education for Justice Initiative in

Nigeria. The Education for Justice Initiative seeks to prevent crime and promote a culture of

lawfulness through education activities and materials designed for primary, secondary and

tertiary levels. The overriding objective is to help educators teach the next generation basic

values such as respect, integrity, fairness and empathy making them more resilient against crime,

violent extremist ideologies, and drugs, to help them better understand problems that can

undermine the rule of law and to encourage students to actively engage in their communities and

future professions in the promotion of a culture of lawfulness.

At the secondary education level (children 13-18 years old), Education for Justice Initiative

focuses on providing practical and interactive educational materials to promote the

understanding of the basic concepts that lie at the core of the United Nations Office on Drugs

and Crime's mandate areas, including anticorruption, counter-terrorism, crime prevention and

criminal justice, organized crime, cybercrime, firearms, and trafficking in persons and migrant

smuggling. This is achieved through a focus on ownership, behaviour, rights and responsibilities,
aimed at empowering secondary level students to identify, prevent and resolve moral, ethical or

legal dilemmas

2.2 CONCEPTUAL REVIEW

2.2.1 THE CONCEPT OF CHRISTIAN RELIGIOUS EDUCATION IN NIGERIA

Christian religious education was introduced into Nigeria in the 1800s by the missionaries and

mission agencies to end the slave trade and convert indigenes to Christianity. This was done by

establishing schools and hiring instructors to educate and to spread Christianity through

missionary enterprises (Paracka, 2002). Their aim was to train people who will be of immense

help to the actualization of the colonial goals (colonization, Christianity and commerce).In other

to achieve the above, the major curriculum contents of their educational system were Bible

knowledge, Arithmetic and English language for communication. To implement fully the

contents, adequate attention was given to the understanding of the place of God in man’s life.

According to Miracle (2015), Christian religious education is the type of education in which the

curriculum, teaching and other educational practices are determined by a Christian religious

worldview, which holds that there is a supreme being who is responsible for the existence of

everything, seen and unseen Coe (1978). Christian religious education grounds its educational

worldview, philosophy and practice on the tenet which is directly linked to a Supreme being who

is just and faithful and desires the same attributes from all who serve Him everywhere including

educational institutions (Knight, 2016; Ward, 1995). 

Christian religious education, according to Tracy (1978), is the culture and training of the

intellect, the emotion, and the will, so as to make the three functions effective in every possible

way. This is to result in students knowing the truth, appreciate the beautiful, and will the good. In

essence, Christian religious education is to help students develop in all the three domains of

learning which are cognitive, behavioural, and affective. It directs students along the path of

harmonious development.

Christianity agrees that religious education is to develop personality after its Teacher, that God

may be glorified in the expansion of his spiritual kingdom (Tracy, 1978). If Christian religion

believes that humans were created perfect and that sin came and marred the perfection in which

they were created, and that religion is to connect people back to God (Adetunji, 2012), then the

ultimate goal of its education could be to bring students back to the image of God in which they

were created (White, 1903) and this takes a process that cannot but go through its leader (Jesus

Christ). Since the connection to the Creator cannot be an abstract, Christian religious education

prepares students to have positive impact on communities, societies and cultures (Itulua-

Abumere, 2013). This kind of education has important roles to play in building a nation for

moral development and creating law and order (Miracle, 2015). 

Christian religious education is an interactive engagement that intentionally attends to the

interests of students’ growth in a Christian environment as revealed by God. Miracle (2015)

Christian religious education aims at bringing students into a right relationship with God as they

discover and appreciate the Christian truth through the process of education. Its concepts and

practices are motivated by the Christian worldview that is theocentric and brings individuals into

the right relationship with God and one’s fellows in the context of Christian truths about life
(Miller, 1995). Christian religious education, according to White (1903), is more than the

acquiring of a degree; but is the holistic development of students that fits them for service to

humanity and to God. It is equipping students to weave together what they believe with how they

behave that there will be no dichotomy between believe and behaviour (Garber, 2007, White,

1903). This type of education is more than training students for careers, but also for character

and moral development. 

Some of the character and moral development expected of students in Christian religious

education include integrity, justice, and values; it is being true to the word of God and relevant to

the needs of people and the society (Anthony & Allison, 2008), ( Itulua- Abumere, 2013;

Plueddemann, 1995).  

A Christian worldview answers philosophical questions of what is real, what is true and what is

good; it proceeds to also answer the question of what to do from theocentric point of view. It is

the worldview that determines the beliefs, values, and behaviour. Christian education is

particular about behaviour which is the product of the education. The Christian worldview is

informed by a Biblical worldview that is concerned with choices people make and the impact of

such choices on society. The biblical worldview helps an individual’s values system and the

priorities each one sets for him or herself. The result of all these is character and value building

for the purpose of impacting society positively. Such education cannot exist without integrity.

The need for this kind of education is expressed by Okunoye (2019), in his lament on the moral

and spiritual decadence in Nigeria and the role Christian religious education could play. He

claimed that there is a need to emphasize Christian religious education that upholds the

principles of integrity. 
2.2.2 THE PURPOSE OF RELIGIOUS EDUCATION

The purposes of studying religious education are numerous. However, that will not prevent me

from stating some of the most crucial purposes. The first of these purposes refers to the function

of religion as component of the general curriculum. England and Wales has made religious

education a mandatory subject for students to study in schools as obligated by law. Religious

education forms part of their fundamental curriculum which has to be taught to all students of all

required school age, and ahead of the least school leaving age. It is made available to students

who hail from strictly religious family settings and also to those who are not. This purpose refers

to the general learning result or outcome of religious education, so therefore it can be expressed

as making participation to all students. In this situation students are not considered to be

believers or non-believers but as students in general. (Hull, 1993)

The second purpose is the fact that religious education provides individual understanding to

those who are religious in nature. Previous studies have made clearer difference between the

responsibilities of religious nurture (the fostering of religious faith) and that of religious

education in contributing to a significant perception on the scenery of religion. This peculiarity,

though still valuable, is conceivably excessively clear. We have to realize early enough

compared to previous ten year ago that religious education does not have an involvement in

creating or building up encouragement of faith as well as in education of the secular person.

Religious education is not intended to be beneficial to only those who are spiritual or religious, if

it happens so it will seem more like a bizarre practice. Off course it encourages students who are

already from religious families but also is a starting point for those who are still not from
religious homes. So what kind of encouragement do you think religious education can provide

for young people in today’s society? It will obviously consist of the verification of their

personality. It will also offer them the chance to fit into place in the study of their own culture

along with the culture of other young children like themselves. Putting this into consideration,

the students will be able to assess their self-indulgent. Religious education will make an input

towards their personal development and maturation as religious advocate ready to take a mature

and intelligent part in fully developed society. (Hull, 1993).

2.2.3 ATTITUDES IN RELIGIOUS EDUCATION

Peoples’ attitudes towards religious issues are basically informed by knowledge attained through

religious doctrines. The role of education in shaping attitudes of people in society cannot be

overemphasized. Relating to the classroom situation and attitudes of learners, it becomes clear

that students’ attitudes towards subjects, teachers, school activities and issue are formed through

a process. This therefore makes it very difficult for educators to try and change students’

attitudes when they are not willing or they have not had an experience. It is therefore appropriate

to suggest that, this should make teachers become critical and conscious of the type of

experience they expose the students to. School systems all over the world have subjects that

relates to religions dominant in the society. These subjects seek to help learners acquire skills

and competencies that can help them develop positive attitudes towards religious issues. Subjects

like, Ethics, Religious Studies, Christian Religious Studies, Religious Education and Moral

Education through their subject matter expose learners to various perspectives on religious issues

needed to make sound religious judgments (Mensah, 2017)&( Oztas, 2003).

Despite the fact that subjects in the school system help shape learners’ attitude, Kelley and Evans

(1995) has established that there are certain factors that also determine attitude. To this end, an

individual’s behavior is determined not only by the information they acquire, but by other

factors. Students’ attitudes towards religious issues like existence of God, purpose of creation,

worship, prayer, faith, repentance, forgiveness, confession of sins and spirituality have been the

focus of many researchers (Smith, 2003)

Students’ attitudes towards issues of religion are determined by their religion. The religion of a

student is likely to affect how he behaves towards religious issues Hope & Jones,(2014), Smith,

2003). This implies that the religious teachings and doctrines learners are exposed to in their

various religions determine how they relate and understand religious issues. Inasmuch as various

religions have different doctrines, students’ attitudes towards religious issues will never be the

same. The type of school (mission or non-mission) as well as subjects taken by learners also

influences their attitudes towards religious issues (Kasomo, 2012; Comegys, 2010).

Mission schools (schools owned by churches) train learners by their doctrines in addition to the

subjects taught. This results in learners imbibing their religious doctrines, which influences their

attitudes towards religious issues. Subjects in ethics, Christian religious studies, African

traditional religion and moral education studied in these schools influence students’ attitudes

(Hope & Jones, 2014; Tritter, 1992).

It has also been established that, gender of students influences how they perceive and understand

religious issues (Chemutai, 2015; Lehman & Thornwall, 2011). Also factors like, environment

(rural/urban), age as well as tribe influences students attitude towards religious issues (Jekayinfa,

2004; Awopetu, & Fasanmi, 2011).

Jekayinfa (2004) again, is of the view that the school environment and learners’ home

environment go a long way to determine their attitude towards moral issues. Thus, no matter

what the school does, the environment is critical. Awopetu and Fasanmi (2011) have specified

that, the age of students aids their attitude towards essential issues in religion. However, the

skills, understanding and knowledge acquired from religious education in our schools is very

vital to the National Framework for Religious Education, it is also important that religious

education positively supports students to mature in their attitudes positively to their learning and

to the beliefs and values of others. Below are four attitudes that are very fundamental for

excellent and high quality learning in religious education and should be developed at each stage

and step of religious education:

 Self-understanding

 Value for all

 Open-mindedness

 Appreciation and wonder

2.2.4 ROLE OF CHRISTIAN RELIGIOUS EDUCATION IN CURBING CRIMES

AMONG STUDENTS

Christian Religious Education aims at developing in children and youth a strong convention of

the worthiness of moral behaviour and a sense of moral responsibility. It influences them to take

moral obligation seriously and caring deeply about doing them and at the same time to possess

the will power to execute moral judgment into effective moral action. Above all, moral education

is about conscience formation. Okwueze (2003) noted that conscience can be viewed as the
application of the principles of the moral order to our actions. Man created in God’s image

cannot be properly formed without reference to God. God endows man with a conscience so that

he can easily know the general principle (good must be done and evil avoided), and to be able to

determine what is good or evil in concrete situations. To be able to achieve this, the conscience

needs continuous formation.

At home, the parents serve as the moral educators. According to Oladipo (2009) parents are vital

in the moral development of the child because they are the first moral teachers and role models

that young people have. This they do by providing the necessary affective relationships and

extensive interactions that facilitate moral development. Ezeanya (1998) noted that the home is

more appropriate for education in the virtues. It is the natural environment for initiating human

beings into solidarity and communal responsibilities. However, with the emergence of schools,

the society holds the teachers and other school personnel’s more accountable for students’

learning and behaviours. The school provides a transitional experience from the values and

behaviours of traditional life into those required in the modern sectors of society (Akintola,

2005). Iyiola (2013) observes that the school is to teach a number of values and the complex

responses the society requires which the parents, however good may not be able to give their

children.

Unfortunately, crimes such as stealing, drug abuse and exam malpractice are still rampant in our

Secondary schools. For instance, the rate of examination malpractice in secondary schools as

witnessed in public examinations such as the Senior School Certificate examination (SSCE) is

very high. Thus Oneychere (2004) noted that it is almost a routine for students to cheat in both

internal and external examinations. Examination malpractice in secondary schools also cuts

across schools in all the geo-political zones of the country. In 2006, the Federal Ministry of
education blacklisted and derecognized 324 secondary schools across the nation as centres for

conducting public examinations from 2007 to 2010, due to their involvement in examination

malpractice. The study conducted by Olatunbosun (2009) shows that examination malpractice

occurs in all geographical zones in the country, with the south-south zone having the highest

number of schools (116) involved, followed by the South-West zone with 86 schools. The North

East zone has 8 schools which is the least in the six zones. This shows the extent to which

examination malpractice has eaten deep in our secondary school system.

Since previous efforts geared towards curbing these problems seem to have yielded no dividends,

there is need to adopt the strategy of Christian religious education. Christian religious education

is essential for bringing up morally sound children. Good character is required for a crime-free

society to be instilled in the people at an early stage. Moral education ensures that the people

know what is good, desire what is good; and do what is good. This attitude should be instilled in

the youth right from the primary schools to secondary schools.

According to Njoku (2016), quality education recognizes the whole persons and promotes

education that involves the affective domain as well as the cognitive. Values such as peace,

honesty, forth rightness, dedication and diligence are cherished and aspired all over the world.

Such values are the sustaining force of human society and progress. What children and youths

learn is inter woven into the fabric of the society. So, positive values should be passed on to the

school children. This will produce a generation of citizens who will not only shun crimes

because of the fear of the punishment but because of the internalized values through moral

education. It is clear that students are the basic agents of some these delinquent behaviours and if

we catch them young they can turn out better.

For a successful moral values to be achieved teachers can employ fascinating ways such as

storytelling, to convey the required values. According to Oladip (2009) stories could convey

moral values and children of every age love to hear a good story. Story books with stories of

characters that through simple righteous acts, become heroes worthy of emulation are good for

moral education of the child. We should also create and utilize music for the teaching of moral

lessons. Some religious and non-religious groups alike have produced excellent recordings,

which employ catchy tunes, and repetitive lyrics that keep moral values on the lips of children’s

tongues. This should be further explored and employed to teach moral education to the younger

generation. Teaching Christian religious education to curb crime is catching the children young.

It can solve the problem of bad behaviour from the root. This is because, if students cultivate the

habit of doing the right and avoiding the wrong no matter the situation, immoral behaviour will

be a solved problem. This attitude can be cultivated through Christian religious education.

2.2.5 PEACEFUL CO-EXISTENCE AND RELIGIOUS TOLERANCE

Peaceful co-existence and religious tolerance imply the capacity to live together in harmony.

Ushe (2015) notes the implications for national security of religious education in Nigeria. He

observes thus:

Nigeria is populated by the adherents of Islam, Christianity and African

Traditional Religion. However, the adherents of three religions, especially

Muslims and Christians are often engaged in conflicts, leading to lose of lives and

property. A day hardly passes without the adherents of these two religions

engaging in one conflict or the other. The religious scenario in Nigeria has
 assumed a violent dimension, leading to suicide bombing, loss of innocent lives

and property

This calls for nonviolent ways of resolving conflict. Adejobi and Adesina (2009), Burns and

White (2011) viewed peace education as a type of study that essentially inculcates discipline in

people. It is that course of study that teaches people the past and present causes of conflict or

wars noting the effects, and recommending ways of averting such social ills.

Ajala (2003) defines peace and tolerance education as the type of education that impacts in

learners all norms, values and attitudes that can bring about a conducive environment for human

living. Peaceful co-existence and religious tolerance begins with the individual and spreads to the

family, school, community, nation, and to the global village. The members of a society need to

be oriented toward peace and tolerance rather than towards violence. At the same time, social,

economic, and political systems have to be re-oriented to peace and tolerance. Inclusively, the

discipline of peaceful co-existence and religious tolerance must shape our way of life.

Education is vital for the effectiveness of both strategies (peaceful coexistence and tolerance).

For this to happen, the Basic Education level should be the starting point. Basic Education has to

go beyond the warehousing of information to a celebration of awareness, which is best facilitated

through peace and tolerance education. Basic Education is fundamental to peace-building and

religious tolerance. Therefore, basic education schools should adopt a style of teaching that

imparts to the young, attitudes of dialogue and non-violence in others words, the values of

tolerance, peace, openness to others, caring and sharing, human rights and democracy.

Individuals in the society must be literate to enjoy their human right of basic education and the

adventure of learning. Illiterate people cannot benefit from the power of education to transform
the lives of people. Education allows them to broaden critical thinking, make informed choices

and become agents of change and actors of peace and tolerance. Literacy is not merely the skill

to read and write, it is a transformational process that empowers individuals. Literacy facilitates

intercultural understanding, respect, conflict resolution, social cohesion, religious tolerance and

peaceful co-existence. It is evident to note that countries with patterns of violence have some of

the lowest literacy rates in the world. No country can hope to establish lasting conditions for

peace and tolerance unless it finds ways of building mutual trust between its citizens. Inclusive

education promotes mutual understanding, respect, tolerance and dialogue. Literacy opens new

opportunities and skills for all.

2.2.6 PROMOTING PEACEFUL CO-EXISTENCE AND RELIGIOUS TOLERANCE

THROUGH SUPPLEMENTARY READING MATERIALS

Simon Barron (1998), is of the view that literacy plays a significant role in shaping our world in

the religious and non-religious worldviews and in influencing the relations between people and

culture. It is also crucial to promoting peaceful co-existence and religious tolerance in a mixed

society. Bigotry and violent extremism breed on isolation and ignorance. A culture of peaceful

co-existence and religious tolerance encourages and fosters values, attitudes, traditions,

behaviours and life style that rest on principles of human rights tolerance and non- violence.

According to Azuakor (2019), Christianity, Islam and ATR all teach discipline, hard-work, love,

patience, peace, respect for constituted authority, respect for justice, truth, honesty, etc. All these

are a sine qua non for social cohesion and harmony, which are essential for security and a sense

of belongingness necessary for any meaningful cooperation and collaboration among citizens for

meaningful all round progress and development. On the contrary, extremism in the various
religions sometimes take dangerous postures, the outcome of which has often led to disorder,

killings and insecurity that have negated social development rather than cause development,

irrespective of the sound contents of their religious education. Examples abound: the Islamic

education which has made Muslims believe in the universal unflinching adherence to Allah, and

the belief that killing of infidels by jihad ensured paradise for the Muslim have given rise to

dangerous Islamic terrorist organizations in the world whose activities have led to destruction of

lives and properties worth billions of dollars. This by every means has adversely affected

development world over. In Nigeria, the activities of the Boko Haram have crippled social

development in North East of Nigeria in particular and Nigeria in general. The nefarious

activities of the Fulani herdsmen have led to huge losses in human lives- lives with mammoth

potentials being thus extinguished- and this has great negative effect on social development. It

has also led to mutual suspicion among various tribes in Nigeria. All these struggles and

inhumane acts could be avoided if the tenets of peaceful coexistence and religious tolerance are

practiced properly in the society.

The following are tenets of peaceful co-existence and Religious tolerance that can be included in

the titles of supplementary reading materials of the reading component of the English Language

Curriculum for Basic Education.

 Living in peace

 Loving and caring

 Caring and sharing

 Good neighborliness

 Be your brother or sister’s keeper

  Respect other people’s religion/beliefs

 Equality and mutual benefit

 Competition without war

 Benefits of dialogue

 Mutual non-aggression

 Tolerance for ethnic diversity

 Tolerate one another

 Say “No” to any form of violence

 Say “No” to any form of inhuman behaviour

 Accommodate individual differences

When children are constantly and regularly exposed to good reading materials with the above

titles, the chances are that they will be more positively disposed towards other members of their

class, school and individuals in their communities.

2.3 EMPRICAL REVIEW

2.3.1 PAST STUDIES ON THE ROLE OF RELIGIOUS EDUCATION IN PROMOTING

PEACE AND DEVELOPMENT

No religion preaches violence and conflict or militancy. Every religion advocates and preaches

peace and peaceful co-existence of all citizens (Ohwale and Yemisi, 2012). In Christianity, Jesus

Christ is known and referred to as the prince of peace. He taught, commanded and demonstrated

the significance of peace and “his name will be called wonderful, counselor, mighty God,

everlasting father, prince of peace” (Isaiah 9: 6-7). “Salt is good; but if the salt has lost its
saltiness, how will you season it? Have salt in yourselves and be at peace with one another (Mark

9: 50). Furthermore, the Bible says: “Let us then pursue what makes for peace and for mutual up

building”. (Romans 14:19) Throughout Jesus‟ earthly ministry, he demonstrated his to love and

maintained peace with all men. Despite stiff opposition from the Pharisees and religious leaders,

he never said any rude or insulting word to them. Even when he was arrested and Peter had to

draw his sword to cut off the ear of the slave of the High Priest, Jesus cautioned Peter and

replaced the ear. He was led to be crucified like a lamb that is dumb, for he said no word, to

show the level to which he pursued peace.

Some other part of the scripture calls for peace, tolerance and kindness which is a state of

physical, mental, spiritual and social harmony. Apostle Paul urged Christians imbibe the spirit of

kindness and forgiveness (Eph 4:32). He further enjoined to live in harmony and peace with

fellow human beings. These values and virtues were practically demonstrated by Jesus Christ.

He used non-violent methods to resist those who persecuted him. He never resorted to violence

or force. These are the type of behaviour expected from a Christian student, as exemplified by

Jesus Christ in the bible. From the above discussion, it could be seen that peace is of paramount

importance to any meaningful development and religious teachings can provide the needed

peaceful atmosphere if used in the right perspective. (Ohwale and Yemisi, 2012)

Furthermore, with reference to Christian Religious Education and the Christian Ten

Commandments, the Ugandan NCDC espouses responsible, selfless living in the society which

will lead to societal cohesion and development. So for Ugandan NCDC (2009), “The learner gets

guidance as to how to behave with the help of the Ten Commandments. It also teaches learners

not to mistreat and cheat the poor”. But mistreating and cheating the poor are major causes of

underdevelopment in Nigeria and the Third World in general. On this, Ezeilo (2017) states:
“government’s insensitivity to the yearnings and agitations of the marginalized poor

communities keeps on rising, despite the resources or inputs being generated from some of these

villages and communities” (pp. 35-36). Thus Christian Religious Education, if imbibed can

change the situation for good

In Nigeria, The roles of religious education cannot be overemphasized. Nigeria being a multi-

religious society with African traditional religion (ATR), Christian and Islam as major religions,

the place of their respective injunctions on the adherents is vital. Hence Alao Olufemi (2019)

avers that Christian religion can be used for promotion of peaceful co-existence, unity and

standard upbringing. According to him, the principal religions recognised in Nigeria are Islam,

Christianity, and African Traditional Religion. Each of these has deep roles to play in enhancing

peace, and sustainable development. His paper argues that the prominence of religious education

will instill values and high morals on the citizenry to bring about expected sustainable

development. In the aspect of Religious violence, Alao pointed out that several causes of

religious violence could be identified from socio-economic and political influences. According to

him, it cut across every sectors of our society. Notable factors from these amoral behaviours

could be visible in that bad governance have poisoned the mind of adherent of religion to one

another. He enumerated some notable factors such as: ignorance of religious education,

extremism, intolerance, depletion of cultural values, poverty and insecurity.

Alao’s work clearly pays attention to the role of religious education as a tool in Nigeria as a

whole. It does not take specific investigation of Ibadan North local government area. It

nevertheless recommends that Christian religion as a subject should be made compulsory for

students at all levels of the educational system right from the primary up to the tertiary level.
Furthermore, Religion is a veritable tool for teaching and inculcating moral values. Orebanjo was

right when he argued that moral values can be accomplished only with the teaching of religions,

either formally, informally or non- formally; which is why religious education is part and parcel

of all religious practices (Orebanjo 1974). The exclusion of religion from education would place

a big question mark on how good morals could be inculcated in the society. Also Ajidagba

opines that Nigeria as a country is in dire need of moral regeneration and religious rebirth, hence,

the successive Nigerian governments, through various educational policies, have recognised the

importance of religious education (Ajidagba 1996).

Similarly, Olawale and Ojo(2012) observe that ‘Divorcing religion and moral educations is an

impossible task because of their long-standing historical antecedents’. They went futher to say

that Religious education will certainly form a backbone to moral education. To enhance a moral

society, there is the need for value and civic education in Nigeria. The paper of Olawale and Ojo

engages the role of religious education without an equal probing of the possible roles it could

play in molding the morals of the secondary students.

According to Ikechi-Ekpendu (2016), Religion can bring about sustainable political development

through the inculcation of high sense of duty, morality, selfless service, respect for human lives,

public accountability, love of one’s neighbor, sense of humanity, abhorrence of violence, starting

from Boko Haram crisis that has taken religio-political dimension back to the Biafra war.

2.4 APPRASIAL OF THE REVIEWED LITERATURE

The review provided insight into the role of religious education in promoting peaceful

coexistence and with various reviews from different sources. The findings discovered that
divorcing religion and moral educations is an impossible task because of their long-standing

historical antecedents. Religious education will certainly form a backbone to moral education. To

enhance a moral society, there is the need for value and civic education in Nigeria. It concluded

that, the role of religious education to peace, security and sustainable development in Nigeria

cannot be over emphasized. The Federal Government of Nigeria owes it a duty to re-introduce

the teaching and learning of religious education in Nigerian schools and make it compulsory for

all students. However, religious bigotry should be stamped out and proper tenets of religions

should be taught and practiced. The study therefore recommended that, religion as a subject

should be made compulsory for students at all levels of the educational system right from the

primary up to the tertiary level. Today it is an elective subject at the secondary schools level and

is not made compulsory even for undergraduates. This idea should be reviewed, so that all

students in all institutions of learning irrespective of the level and choice of career should be

compelled to offer religious studies. Effective teaching of religious studies and uplifting of moral

and spiritual values by the religious leaders will go a long way to bring about peace and security

in Nigeria. The Bible shows that Christianity is a religion of harmony, unity, security and peace.

These principles must be taught the more for the betterment of the students in Nigeria.

The study also discovered that common crimes among students such as: theft, exam malpractice

and drug abuse can be minimized through moral education. Peace education and religious

tolerance also plays an important role in resolving conflicts among students. Moreover, the

school and family are the major agents for transmitting moral and religious values. Irrespective

of this fact, government and other social institutions plays a huge role in molding students

character.

Findings reported that Religious education teaches students how to promote peace and live in
harmony but some adherents has turned religion as a weapon of disunity. This has caused a lot of

misunderstandings, crises, and conflicts in our society.

CHAPTER 3

RESEARCH METHODOLOGY

This chapter discusses the methodology used for this study under the following headings:

Research Design, Population, Sampling Technique and Sample, Instrumentation, Validity of the

Instrument, Procedure for data Collection and Administration, and Method of Data Analysis

3.1 Research Design

The research design employed for this study is the descriptive survey. Descriptive

research design according to Popoola (2012) requires systematic and scientific collection of data

or information from the population or sample of the population, through the use of personal

interview or scale opinion questionnaire, or direct observation or a combination of the stated

methods.

3.2 Population of the Study

The population of the study consists of all secondary school students in Ibadan North Local

Government Area, Oyo state.

3.3 Sample and Sampling Techniques

Out of 42 public secondary schools in Ibadan North local government area, a sample of 250

respondents was selected out of the population. Simple random sampling technique was used to

select 5 schools from the Local Government Area. 50 students were randomly selected from each

of the schools to fill the questionnaire.

3.4 Research instrument

3.4.1 Role of Christian Religious Education in promoting peaceful co-existence among

students in Ibadan North Local Government Questionnaire

A self-designed questionnaire was used to collect data for the conduct of this research.

The questionnaire was sectionalized and each section addressed the vital part of the research

question. There are two sections in the questionnaire. Section A contained the information on the

demographic data of the population and it contains four (4) questions. Section B contains the

research questions which were divided into (25) items.

The scale adopted for the questionnaire is Lickert’s summated rating scale (SA- Strongly

Agree, A-Agree, D-Disagree, SD-Strongly Disagree).

3.5 Validation of the instrument

In order to determine the suitability and face validity of the questionnaire, a copy of the

questionnaire was submitted to the project supervisor who read through, made necessary

corrections, which was effected before the copies were administered to the respondents. The

questionnaire used for this study was thoroughly scrutinized by an expert for clarity, precision

and comprehension before final administration to the respondents.

3.6 procedure for collection of data

Letter of introduction was collected from the Department to the different head of schools, in

order to seek consent from the school before conducting the research. The distribution of the

instrument took place afterward. The copies of the questionnaire were retrieved after the

completion of the responses by the respondent. The research lasted for the period of two weeks.

3.7 Method of data analysis

 Descriptive statistics of mean, standard deviation, frequency and simple percentage were

used to answer the research questions.

CHAPTER FOUR

RESULTS AND DISCUSSION

This chapter present the results of the data collected from 250 Senior Secondary students in

Ibadan North Local Government Area of Oyo State. The results are presented in four sections

namely: Section A: analysis of demographic information; Section B: Answers to the research

questions; Section C: discussion of findings and Section D: Summary of findings.

4.1 Analysis of demographic information

Table 4.1: showing the demographic information of students

Variable Frequency Percentage
Gender
Male 163 65.2
Female 87 34.8
Total 250 100.0
Age
Less than 10 years 7 2.8
10-15 years 166 66.4
16-20 years 74 29.6
No Indication 3 1.2
Total 250 100.0
Religion
Christianity 147 58.8
Islam 101 40.4
African traditional religion - -
No indication 2 0.8
Total 250 100.0
Class
SS1 75 30.0
SS2 113 45.2
SS3 62 24.8
Total 250 100.0
Table 4.1 shows the demographic information of the students. The detailed analysis reveals as

follows: Gender distribution: male students are the majority respondents in the study which

account for 65.2% and female students account for 34.8%. Age distribution: students within the

age bracket of 10-15years are the majority which account for 66.4%, follows by students with

the age of 16-20 years 29.6%, students with the age less than 10years account 2.8% while 1.2%

do not indicate their age. Religion distribution: Christian students are the majority which

account for 58.8%, follow by Muslim students which account for 40.4% while 0.8 do not

indicate their religion. Class distribution: SS2 students are the majority which account for 45.2%,

follow by SS1 students which account for 30.0% while SS3 students account for 24.8%.

4.2 Answers to research questions

Research question 1: What are the causes of Religious crises in Ibadan North Local

Government Area?

Table 4.2: Showing the causes of religious crises in Ibadan North Local Government Area

S/N ITEMS SA A D SD Mean Std.D

1 Being too rigid or bias on one’s religion 116 98 17 18 3.240 0.895
ushers in religious crises (46.4) (39.2) (6.8) (7.2)
2 Lack of reverence and empathy on the 87 124 21 12 3.096 0.913
part of religious practitioners is another (34.8) (49.6) (8.4) (4.8)
cause of religious crises
3 Lack of tolerance cannot result to 31 36 47 135 3.136 1.097
religious crises (12.4) (14.4) (18.8) (54.0)
4 Peer pressure and lack of self -esteem 127 77 30 11 3.240 0.964
leads to crime or crises (50.8) (30.8) (12.0) (4.4)
5 Religious arguments among students 130 93 9 14 3.324 0.907
often tend to lead to crises (52.0) (37.2) (3.6) (5.6)
Table 4.2 shows the causes of religious crises in Ibadan North Local Government Area. The

detailed analysis reveals that students agreed to the following as the causes: Religious arguments

among students often tend to lead to crises (Mean=3.32), Peer pressure and lack of self -esteem

leads to crime or crises (Mean=3.24), Being too rigid or bias on one’s religion ushers in religious

crises (Mean=3.24) and Lack of reverence and empathy on the part of religious practitioners is

another cause of religious crises (Mean=3.10) while students disagreed to the negative statement

that Lack of tolerance cannot result to religious crises (Mean=3.14).

To answer the research question 1, the following are the causes of religious crises in Ibadan

North Local Government Area:

 Religious arguments among students often tend to lead to crises

 Peer pressure and lack of self -esteem leads to crime or crises

 Being too rigid or bias on one’s religion ushers in religious crises

 Lack of reverence and empathy on the part of religious practitioners is another cause of

religious crises

 Lack of tolerance can result to religious crises

Research question 2: What are the effects of crises on students’ academic activities in Ibadan

North Local Government Area?

Table 4.3: showing the effects of crises on students’ academic activities in Ibadan North

Government Area

S/N ITEMS SA A D SD Mean Std.D

1 Students goals, objectives and 93 101 19 33 2.984 1.060
visions are cut short due to religious (37.2) (40.4) (7.6) (13.2)
crises
2 School academic calendar, and 114 72 33 26 3.056 1.089
learning activities are distorted (45.6) (28.8) (13.2) (10.4)
because of religious crises
3 Religious conflicts has made me 14 15 55 163 1.496 0.856
perform poorly in my studies (5.6) (6.0) (22.0) (65.2)
4 Students are exposed to juvenile 75 124 24 21 2.964 0.975
delinquency due to lack of proper (30.0) (49.6) (9.6) (8.4)
guidance
5 Religious crises helps me focus on 12 16 81 136 3.324 0.937
my studies (4.8) (6.4) (32.4) (54.4)
Table 4,3 shows the effects of crises on students’ academic activities in Ibadan North Local

Government Area. The detailed analysis reveals that students agreed to the following positive

statement as the effect of crises on students’ academic activities: School academic calendar, and

learning activities are distorted because of religious crises (Mean=3.06), Students goals,

objectives and visions are cut short due to religious crises (Mean=2.98), Students are exposed to

juvenile delinquency due to lack of proper guidance (Mean=2.96), students disagreed with the

negative statement that Religious crises helps me focus on my studies (3.32) while students also

disagreed with the positive statement that religious conflicts has made me perform poorly in my

studies (Mean=1.50).

To answer the research question two, the following are the effects of crises on students’

academic activities:

 School academic calendar, and learning activities are distorted because of religious crises

 Students goals, objectives and visions are cut short due to religious crises

 Students are exposed to juvenile delinquency due to lack of proper guidance

 Religious crises help me focus on my studies

Research question 3: Why is it necessary or crucial to teach Christian Religious Education in

schools?

Table 4.4: showing Why it is necessary or crucial to teach Christian Religious Education in
schools
S/N ITEMS SA A D SD Mean Std.D
1 Christian religious education helps 140 94 10 3 3.460 0.739
to build self-confidence which (56.0) (37.6) (4.0) (1.2)
enhances emotional intelligence
2 Christian religious education imparts 136 108 2 1 3.492 0.660
the spirit of unity (54.4) (43.2) (0.8) (0.4)
3 Christian religious education 17 21 45 156 3.272 1.143
encourages hate or dislike for other (6.8) (8.4) (18.0) (62.4)
religions
4 Consistent interaction with Christian 114 111 12 8 3.284 0.857
 religious education has helped me to (45.6) (44.4) (4.8) (3.2)
understand other people’s individual
differences
5 Christian religious education helps 104 100 23 20 3.128 0.961
to resolve misconceptions about (41.6) (40.0) (9.2) (8.0)
religion
Table 4.4 shows why it is necessary or crucial to teach Christian religious Education to students

in Ibadan North Local Government. The detailed analysis reveals that students strongly agreed to

the following positive statements: Christian religious education imparts the spirit of unity

(Meam=3.49), Christian religious education helps to build self-confidence which enhances

emotional intelligence (Mean=3.46). Students agreed to the following: Consistent interaction

with Christian religious education has helped me to understand other people’s individual

differences (Mean=3.28) and Christian religious education helps to resolve misconceptions about

religion (Mean=3.13) while students disagreed to the negative statement that Christian religious

education encourages hate or dislike for other religions (Mean=3.27).

To answer the research question three, the following are the reason it is crucial to teach Christian

religious education to students:

 Christian religious education imparts the spirit of unity

 Christian religious education helps to build self-confidence which enhances emotional

intelligence

 Consistent interaction with Christian religious education has helped me to understand

other people’s individual differences

 Christian religious education helps to resolve misconceptions about religion

 Christian religious education discourages hate or dislike for other religions

Research question 4: To what extent can Christian Religious Education promote peaceful co-

existence amongst students in Ibadan North LGA?

Table 4.5: showing extent can Christian Religious Education promote peaceful co-existence

amongst students in Ibadan North LGA

S/N ITEMS SA A D SD Mean Std.D

1 Christian religious education do not 30 22 69 124 3.108 1.112
contribute to resolving disputes among (12.0) (8.8) (27.6) (49.6)
students
2 Common crimes among students has 64 150 18 15 3.028 0.823
reduced due to the impact of Christian
 religious education (25.6) (60.0) (7.2) (6.0)
3 Christian religious education helps to 97 116 20 12 3.152 0.906
maintain consistent peace in my school (38.8) (46.4) (8.0) (4.8)
4 Christian religious education has caused 24 45 76 101 2.984 1.057
(9.6) (18.0) (30.4) (40.4)
a lot of identity crises in my school.

5 Christian religious education causes 24 26 82 114 3.112 1.039

quarrel amongst students (9.6) (10.4) (32.8) (45.6)
Weighted Average= 3.077
Table 4.5 shows the extent can Christian Religious Education promote peaceful co-existence

amongst students in Ibadan North LGA. The detailed analysis reveals that students agreed to the

following positive statement: Christian religious education helps to maintain consistent peace in

my school (Mean= 3.15) and Common crimes among students has reduced due to the impact of

Christian religious education (Mean= 3.03) while students disagreed to the following negeative

statement: Christian religious education causes quarrel amongst students (Mean= 3.11), Christian

religious education do not contribute to resolving disputes among students (Mean= 3.11) and

Christian religious education has caused a lot of identity crises in my school (Mean 2.98).

To answer the research question four, the weighted average of the table is 3.08, which implies

Christian religious education promote peaceful co-existence among students in Ibadan North

Local Government Area.

Research question 5: What are the approaches adopted by teachers in teaching and learning

Christian Religion Education?

Table 4.6: showing the approaches adopted by teachers in teaching and learning Christian
Religion Education
S/N ITEMS SA A SD D Mean Std.D
1 The use of instructional materials has not 42 39 76 79 2.656 1.239
improved my knowledge in Christian
 religious education (16.8) (15.6) (30.4) (31.6)
2 The approach used in teaching Christian 83 122 19 13 2.996 1.043
religious education in my school has (33.2) (48.8) (7.6) (5.2)
been really helpful
3 There are enough materials for teaching 84 68 42 43 2.668 1.247
and learning Christian religious (33.6) (27.2) (16.8) (17.2)
education in my school
4 The student centred method should be 118 84 16 18 3.096 1.151
the adopted approach for teaching (47.2) (33.6) (6.4) (7.2)
Christian religious education
5 Teaching and learning Christian religious 19 40 72 104 2.924 1.192
education bores me a lot (7.6) (16.0) (28.8) (41.6)
Table 4.6 shows the approaches adopted by teachers in teaching and learning Christian Religion

Education. The detailed analysis reveals that students agreed to the following positive statement:

The student centred method should be the adopted approach for teaching Christian religious

education (Mean=3.10), The approach used in teaching Christian religious education in my

school has been really helpful (Mean=3.00), and There are enough materials for teaching and

learning Christian religious education in my school (Mean=2.67) while students disagreed to the

following negative statement: Teaching and learning Christian religious education bores me a lot

(Mean=2.92) and The use of instructional materials has not improved my knowledge in Christian

religious education (Mean=2.66).

To answer research question five, the following are the approaches adopted by the teachers in

teaching and learning Christian religious education:

 The student centred method should be the adopted approach for teaching Christian

religious education,
  The approach used in teaching Christian religious education in my school has been really

helpful,

 There are enough materials for teaching and learning Christian religious education in my

school,

 Teaching and learning Christian religious education interesting, and

 The use of instructional materials.

4.3 Discussion of findings

Findings from the research one revealed that the causes of religious crises in Ibadan North Local

Government Area are: Religious arguments among students often tend to lead to crises; Peer

pressure and lack of self -esteem leads to crime or crises; Being too rigid or bias on one’s

religion ushers in religious crises; Lack of reverence and empathy on the part of religious

practitioners is another cause of religious crises and Lack of tolerance can result to religious

crises. Religious crises usually rely on many factors such as religious argument where individual

student is still trying to establish the supremacy of his or her religion to his or her peers. This

connotes that without the causes identified above, it is tendency that religious crises will not take

place in Ibadan North Local Government Area. Likewise, it is disturbing that students lack of

reverence and empathy to other religion practictioner is gaining ground among students, which

has continued to contribute to religion crises. This finding asserted the submission of Alao

(2019) that ignorance of religious education, extremism, intolerance, depletion of cultural values,

poverty and insecurity

The finding from the research question two revealed that the effects of crises on students’

academic activities are: School academic calendar, and learning activities are distorted because

of religious crises; Students goals, objectives and visions are cut short due to religious crises;
Students are exposed to juvenile delinquency due to lack of proper guidance and Religious crises

help me focus on my studies. The effect of religioin crises cannot be overemphasised as it

distrupt the academic activities of the school, that is, there is no learning and teaching activities

that will take place during the crises. It is not surprising that the respondents identified some

effect on them, for instance, the student goals, objective and vision are usually affected during

the crises, which implies that the closure of the school by the appropriate authority has impact on

the learning of the students. This finding supported that of Jacob (2015) who submitted that

religious crisis affects the employment of teachers and enrolment of students in Jos, due to

religion biasness.

The finding from the research question three submitted the reasons it is crucial to teach Christian

religious education to students are: Christian religious education imparts the spirit of unity;

Christian religious education helps to build self-confidence which enhances emotional

intelligence; Consistent interaction with Christian religious education has helped me to

understand other people’s individual differences; Christian religious education helps to resolve

misconceptions about religion and Christian religious education discourages hate or dislike for

other religions. Having established the effect of religious crisis on student and the increase in the

moral decadence among secondary school students such as examination malpractices, cultism

and other social vices, then, it is paramount that Christian religion studies should be exposed to

the students based on the tenet of the religion which is centred on moral standard and encourage

healthy living behaviour among the students. This finding supported that of Azuakor (2019),

Christianity, Islam and ATR all teach discipline, hard-work, love, patience, peace, respect for

constituted authority, respect for justice, truth, honesty, etc.

The finding of the research question four revealed that Christian religious education promote

peaceful co-existence among students in Ibadan North Local Government Area. This result is not

surprising given the stance of Christianity doctrine on peaceful co-existence, for instance, almost

every chapter in the bible advocate for peace especially Jesus Christ teaching and other apostle

such as Paul, Peter and James emphasise the importance of peaceful co-existence among people

or human relationship. Also, the bible which known as the guide for the Christians gives

practical ways of how to live peacefully with believers and non-believers, those in authority,

slave-master relationship, husband-wife relationship among other human relationship. This

finding supported that of Ohwale and Yemisi, (2012) who submitted that peace is of paramount

importance to any meaningful development and religious teachings can provide the needed

peaceful atmosphere if used in the right perspective.

The findings from the research question five revealed that the following are the approaches

adopted by the teachers in teaching and learning Christian religious education: The student

centred method should be the adopted approach for teaching Christian religious education, the

approach used in teaching Christian religious education in my school has been really helpful,

there are enough materials for teaching and learning Christian religious education in my school,

teaching and learning Christian religious education interesting and the use of instructional

materials. It is important to note that student-centred method has proven to be the best teaching

method, hence, it is not surprising that CRS teachers adopt it as method of teaching and learning

CRS. Likewise, the usage of student-centred teaching methods usually accompanied with the

adequate instructional materials such as textbook, charts and other relevant instructional

resources. This finding supported that of Mensah and Akorful (2018) who discovered that CRS
teacher used the discussion method mostly when teaching because it allows students to

participate in the lesson.

Section D: Summary of findings

 The following are the causes of religious crises in Ibadan North Local Government Area:

Religious arguments among students often tend to lead to crises; Peer pressure and lack

of self -esteem leads to crime or crises; Being too rigid or bias on one’s religion ushers in

religious crises; Lack of reverence and empathy on the part of religious practitioners is

another cause of religious crises and Lack of tolerance can result to religious crises

 The effects of crises on students’ academic activities are: School academic calendar, and

learning activities are distorted because of religious crises; Students goals, objectives and

visions are cut short due to religious crises; Students are exposed to juvenile delinquency

due to lack of proper guidance and Religious crises help me focus on my studies

 The reasons it is crucial to teach Christian religious education to students are: Christian

religious education imparts the spirit of unity; Christian religious education helps to build

self-confidence which enhances emotional intelligence; Consistent interaction with

Christian religious education has helped me to understand other people’s individual

differences; Christian religious education helps to resolve misconceptions about religion

and Christian religious education discourages hate or dislike for other religions

 Christian religious education promote peaceful co-existence among students in Ibadan

North Local Government Area.

 The following are the approaches adopted by the teachers in teaching and learning

Christian religious education: The student centred method should be the adopted

approach for teaching Christian religious education, the approach used in teaching
 Christian religious education in my school has been really helpful, there are enough

materials for teaching and learning Christian religious education in my school, teaching

and learning Christian religious education is interesting.

CHAPTER FIVE

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of the findings, conclusion of the study, and

recommendations for future research. The purpose of this study was to find out the role of

Christian religious education in promoting peaceful co-existence among students.

5.1 Summary

Research findings revealed that Christian religious education plays a significant role in

promoting peace and building good character. Therefore, Christian religious education should be

adopted with open arms for the sake of peace and stability. The findings from the research

revealed that crises have negative effect on students’ academic activities. It also interferes with

their goals, objective and vision. Students are also exposed to juvenile delinquency due to lack of

proper parental care. The effect of religious crises cannot be overemphasised as it disrupts the

academic activities of the school, that is, there is no learning and teaching activities that will take
place during the crises. It is not surprising that the respondents identified some effect on them,

for instance, the student goals, objective and vision are usually affected during the crises, which

implies that the closure of the school by the appropriate authority has impact on the learning of

the students

The research design used for this study is descriptive survey research design and the

population of the study consists of secondary school students in Ibadan North Local government

of Oyo State. Simple random sampling technique was used to five schools out of the forty five

public schools in Ibadan North local government Area of Oyo State, 50 pupils were randomly

selected in each of the 5 schools to fill the questionnaire. The research instrument that was used

for this study is a self-designed questionnaire. Descriptive statistics of mean, standard deviation,

frequency and simple percentage were used to answer the research questions.

5.2 Conclusion

As against some notions or assumptions in Nigeria that Christian religious education is

not an important subject in the school curriculum, the findings of this study has shown that

Christian religious education play a significant role in the life of a child both inside and outside

the school community. Christian religious education is the type of education in which a Christian

worldview is the basis of educational practices. This kind of education focuses not only on

intellectual growth of students but on holistic development which aims at helping students to

grow belief, values and exemplary behaviour. It helps students to develop physically,

intellectually and spiritually. Biblical worldview is the determinant of every principle and policy

of an institution, because the goal is to connect students back to the image of God in which they

were created and to teach students to weave together beliefs and behaviour preparing them to
meet the societal challenges with sincerity and an objective mind, impacting society

positively. However, the Federal Government of Nigeria owes it as a duty to re-introduce the

teaching and learning of Christian religious education in Nigerian Schools and make it

compulsory for all students. Also, our political, social and religious leaders must make concrete

efforts to see that peace reigns supreme throughout the country. However, religious bigotry

should be stamped out and proper tenets of religious teachings are taught and practiced. As

previously mentioned, when religion is rightly handled could be the solution to the incessant

violence, confrontation and conflicts in Nigeria. What is needed is an understanding of when and

how to gingerly handles religion as a new bride to serve a positive purpose in the society.

5.3 Recommendations

Based on the findings of the study, the following recommendations have been made;

 The teachers of Christian religious education at all levels of Nigerian educational system

should be consistent in promoting morality and ethical values while imparting religious

knowledge on students.

 Government should lay more emphasis on the teaching of religious education at all levels

of education to inculcate good moral into the youths and enhance human development.

 The students should be encouraged to demonstrate such moral values in their day to day

dealings or affairs with other fellow men.

 At home, parents and siblings are to encourage folk stories that stressed tolerance,

endurance, justice and peaceful co-existence among mankind.

5.4 Limitations of the study

 The present study only investigated the role of Christian Religious Education in

promoting peaceful co-existence in Ibadan North Local government area of Oyo State. It would

have been better to examine the role of Christian Religion Education in promoting peaceful co-

existence in all the schools, but due to the width of the area, the researcher limited the study to

some selected schools within the local government area.

5.5 Suggestions for Further Findings

In view of the limitation of the study, the following suggestions are made for future

research. This study could be repeated covering more states in Nigeria so that more valid

generalization could be made.

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APPENDIX

UNIVERSITY OF IBADAN

FACULTY OF EDUCATION

DEPARTMENT OF ART AND SOCIAL SCIENCES EDUCATION

QUESTIONNAIRE ON ROLE OF CHRISTIAN RELIGIOUS EDUCATION IN

PROMOTING PEACEFUL CO-EXISTENCE AMONG SECONDARY SCHOOL STUDENTS
IN IBADAN NORTH LOCAL GOVERNMENT AREA
Dear Respondent,

This questionnaire is structured to collect data on Role of Christian Religious

Education in promoting peaceful co-existence among secondary school students in Ibadan
north local government area. I therefore solicit for your honest response as information
provided is purely for academic purposes. You can be rest assured that your responses will be
treated confidentially.

SECTION A: DEMOGRAGHIC INFORMATION

1. Gender: Male [ ] Female [ ]

2. Age: Less than 10years [ ] 10-15 [ ] 16-20 [ ] 21-25 [ ] 26-30 [ ] 31-35 [ ] 36-40 [ ]
Above 41 [ ]

3. Religion: Christianity [ ] Islam [ ] African traditional religion [ ] Others (please specify)

……………………………………………..

4. Class: SS1 [ ] SS2 [ ] SS3 [ ]

SECTION B

Kindly indicate the extent to which you agree or disagree with the following statements, you are
to tick (√) your responses using this scale: Strongly Agree (SA), Agree (A), Strongly Disagree
(SD), Disagree (D)

CAUSES OF RELIGIOUS CRISES AMONG STUDENTS

S/N ITEMS SA A SD D

1 Being too rigid or bias on one’s religion ushers in religious crises

2 Lack of reverence and empathy on the part of religious practitioners is

another cause of religious crises

3 Lack of tolerance cannot result to religious crises

4 Peer pressure and lack of self -esteem leads to crime or crises

5 Religious arguments among students often tend to lead to crises

EFFECTS OF CRISES ON STUDENT’S ACADEMIC ACTIVITIES

S/N ITEMS SA A SD D

1 Students goals, objectives and visions are cut short due to religious crises

2 School academic calendar, and learning activities are distorted because of

religious crises

3 Religious conflicts has made me perform poorly in my studies

4 Students are exposed to juvenile delinquency due to lack of proper guidance

5 Religious crises helps me focus on my studies

SECTION C

Strongly Agree (SA), Agree (A), Strongly Disagree (SD), Disagree (D)

IMPORTANCE OF CHRISTIAN RELIGIOUS EDUCATION TO STUDENTS

S/N ITEMS SA A SD D

1 Christian religious education helps to build self-confidence which enhances

emotional intelligence

2 Christian religious education imparts the spirit of unity

3 Christian religious education encourages hate or dislike for other religions

4 Consistent interaction with Christian religious education has helped me to

understand other people’s individual differences

5 Christian religious education helps to resolve misconceptions about religion

CHRISTIAN RELIGIOUS EDUCATION AS A TOOL FOR PEACEFUL CO-EXISTENCE

S/N ITEMS SA A SD D

1 Christian religious education do not contribute to resolving disputes among

students

2 Common crimes among students has reduced due to the impact of Christian
religious education

3 Christian religious education helps to maintain consistent peace in my school

4 Christian religious education has caused a lot of identity crises in my school.

5 Christian religious education causes quarrel amongst students

SECTION D

Strongly Agree (SA), Agree (A), Strongly Disagree (SD), Disagree (D)

APPROACHES IN TEACHING AND LEARNING CHRISTIAN RELIGIOUS EDUCATION

S/N ITEMS SA A SD D

1 The use of instructional materials has not improved my knowledge in

Christian religious education

2 The approach used in teaching Christian religious education in my school

has been really helpful

3 There are enough materials for teaching and learning Christian religious
education in my school
4 The student centered method should be the adopted approach for teaching
Christian religious education

5 Teaching and learning Christian religious education bores me a lot