On the creation of schools by 19th century missionaries, one of the primary subjects missionaries gave to the Nigerian education system was Christian Religious Studies (Crs). The purpose was to teach those who could aid the colonial trinity (God/Christianity, government/colonization, and gold/commerce) achieve their aims. The primary curriculum contents of their educational system were Bible Studies, Arithmetic, and English language for communication in order to attain the goals. To properly execute the contents, appropriate consideration was given to the notion of God's role in man's existence (Nsongo, 2011). Bible studies, sometimes known as CRS, were a major focus throughout the missionary era. Following independence, the government took over schools, prompting a request for a curriculum reform in 1983. The demand came in response to criticisms of colonial education, which some scholars saw as being excessively arts-oriented and hence unrelated to Nigeria's upliftment, political liberation, and infrastructure development (Ocho, 2015). Ocho went on to say that as a result of the issue, the curriculum was changed to provide a stronger focus on science and technology topics.
The main goals of incorporating Crs into the educational curriculum are to produce a generation of citizens who can think for themselves, respect the ideas and feelings of others, understand the dignity of labor, and uphold the moral values outlined in the broad national goals. At the secondary school level, the topic is intended to educate students for practical living by instilling Christian attitudes and values, as well as to prepare students for higher study (Akubue, 2012).
Without competent religious studies, the Nigerian country is prone to war, religious crises, insurgencies, and social discontent, among other things. This is because religious beliefs influence human behavior in social, political, economic, and other areas (Eluu, 2015). Crs instruction stretches back to the pioneers of Nigerian education in the 19th century (Banjo, 2013). Because of the moral principles it teaches the people during the missionary rule. Following the government's control of schools, the Nigerian secondary school curriculum was overhauled, with a greater focus on science and technology disciplines. This move had an impact on students' studies and interests in Crs in the educational system, resulting in low enrolment in Crs. Students' enrolment and interest in Crs, according to Gbenda (2014), might be the consequence of a lack of instructional tools, less trained teachers, and a lack of incentives, among other factors. Njoku (2015) further suggested that low student enrolment in Crs might be due to the professors' instructional delivery style and personalities.
Crs is an optional course taught in all Nigerian senior secondary schools. The subject's optional character in Nigerian senior secondary schools also affected the number of students who registered for it in the West African Examination Council (Waec), the National Examination Council (Neco), and other internal examinations. Crs is a teaching subject that is based on the life and teachings of Jesus Christ (Ugwu, 2011). As a teaching subject, it is not only geared toward converting people to Christianity, but it is also necessary for value formation, value system orientation and reorientation, and spiritual upliftment of the student. According to Ali and Akubue in Njoku (2015), Crs is a topic that strives to build and promote Christian attitudes and values in students' lives, such as respect for life, obedience to constitutional authority, responsible self, selfless service to God and mankind. Crs is seen by them as an academic field aimed at moral and spiritual development of the learner.
This demonstrates that Crs is concerned with Christian values such as love, care, patience, trust, forgiveness, and hope in God, as well as healthy male relationships. According to Obanya in Njoku (2014), Crs, like all other topics, has five characteristics. These characteristics include a collection of reasonable theoretical formulations, intrinsic development capability, relevant solutions to human issues, a structured Body of knowledge, and a degree of consistency with other academic pursuits. CRS is described as a social science topic in senior secondary schools that teaches students excellent moral behavior, fear of God, knowledge, and skills that would enable them to give their fair share to socio-economic and moral growth. Incorporating solid faiths and moral values into the lives of pupils will almost always aid in the development of their spiritual and moral well-being.
EDITOR'S SOURCE: Project Topics
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