Comparism of Junior Secondary School Academic Performance of Internal and External Examination in Christians Religious Studies
CHAPTER ONE
PURPOSE OF THE STUDY
Based on the background and the problem of this study, the main purpose underlying the project is to compare the academic performances of the junior secondary school students in Business Education in external Examinations from 2003-2007. (A case study of Enugu North Local Government Area, Enugu State) specifically, the purpose of the study tends to find out:
- Why there is poor performance of students in external examinations
- How students perform in external examinations
- How students perform in Business Education in External Examination and when compared, which one among the listed did perform better than others.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Concept of Christian Religious programme
Christian Religious Studies (CRS) 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 colonial trinity goals (God/Christianity, government/colonization and Gold/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). During the missionary era, bible knowledge otherwise known as CRS 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 arts oriented and as such lacked relevance to Nigeria upliftment, political emancipation and infrastructural development (Ocho, 2005). Ocho further explained that the situation led to the modification of the curriculum with greater emphasis on sciences and technological subjects. Christian religious studies are a compulsory subject for students in primary and junior secondary schools. The subject is also taught at the senior secondary school level. Falade (2015) cited Adeyinka, Okeke, and Orebanjo (1991) that identified the objectives of CRK as: to provide an opportunity for the students to learn more about God and further grow in faith in God; to enable students to accept Christ as their Saviour; to enable students to accept the guidance of the Holy Spirit in their daily activities; to enable students to accept Christ as the founder and sustainer of the Christian church; to help students understand the basic teachings of Christ and to apply these to their daily lives and work; to develop and foster in the lives of the students’ values such as humility, respect, love, kindness, justice, fair-paly, the spirit of forgiveness, obedience, devotion to duty, orderly behavior and selfless service to God and humanity; to prepare the youth for higher education and for service within the community. The Junior Secondary CRK syllabus has been designed to enable learners to acquire the values state above. Some of the contents in the syllabus through which the expected values can be acquired are: i. Important values in human relationships. This concept defines the meaning of values and identifies some important values in human relationship i.e. love, unity, forgiveness, endurance, peace, patience, cooperation, etc. ii. Sharing of hope, interest, and fear. The concept teaches open-mindedness and friendliness. It encourages students to share their hope, interest, and fear with others rather than living a solitary life. iii. A parable about our attitude to possessions. The parable of the rich fool, the rich man and Lazarus are related to learners. This is to teach about the danger of craze for wealth and the need for them to assist others with their possessions. iv. The unfaithfulness of Ananias and Saphira. Students are to learn this story and bring out the moral lessons which include: danger of unfaithfulness, repercussion of lying, and the need for truthfulness. v. Unity and charity in the early church. This concept teaches the importance of unity among Christians. It also encourages learners to be hospitable by sharing whatever they have with others (Falade 2015). Ocheoha (2005) agrees that Christian Religious Knowledge has also as its duty the formation of personality and character in the students. Ocheoha (2005) went further to stressed that its curriculum has been designed with intent that students should be given a complete theory of life; a philosophy which emphasizes that God should be the joy of their youth, the strength of their age and the life of their immortality. Ikechukwu (2014) asserted that Christian Religious Knowledge has been one of the most important subjects being taught in the Secondary Schools in Nigeria. This is because the subject helps to streamline the thought, character, moral and aspiration of the students. It also offers hope for the future, integrate, discipline, harmonious and progressive society. Akubue (1992) concluded that Christian Religious Knowledge is expected to fulfill the student‟s great solemn mission of making spiritual values in this world of change; the wellspring of sanctity in the midst of evil, the beacon of idealism in age of cynicism and a ground hope in the face of discouragement and mounting fear by strengthening the student‟s awareness of moral realities. Okonkwo (2007), Christian Religious studies teach the necessity and duty of participation in government and encourage the cultivation of better relations, socially, professionally, industrially and commercially with others irrespective of their religious inclinations.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
It is important to ascertain that the objective of this study was to ascertain comparism of junior secondary school academic performance of internal and external examination in Christians religious studies. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing comparism of junior secondary school academic performance of internal and external examination in Christians religious studies.
Summary
This study was on comparism off junior secondary school academic performance of internal and external examination in Christians religious studies. Three objectives were raised which included: Why there is poor performance of students in external examination, how students perform in external examinations and how students perform in Business Education in External Examination and when compared, which one among the listed did perform better than others. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Enugu state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, the comparison of junior secondary school academic performance in CRS between internal and external examinations provides valuable insights for educational institutions, teachers, and policymakers. The study underscores the need for effective collaboration, alignment of assessments, curriculum review, exam preparation strategies, and a diverse range of evaluation methods to improve students’ performance in both internal and external examinations in CRS. By addressing these factors, educators can ensure that students are well-prepared and achieve optimal academic outcomes in Christians Religious Studies.
Recommendation
Based on the findings and conclusions of the study on the comparison of junior secondary school academic performance in Christians Religious Studies (CRS) between internal and external examinations, the following recommendations can be made:
- Improve Alignment: Educational institutions and teachers should work closely with external examination bodies to ensure alignment between internal and external assessments in CRS. This includes aligning curriculum content, assessment criteria, and grading standards. Regular communication and collaboration with the examination bodies can help ensure that students are adequately prepared for the expectations of external examinations.
- Enhance Exam Preparation Strategies: Schools and teachers should develop effective exam preparation strategies specifically tailored to the requirements of external examinations in CRS. This may include providing students with practice papers, time management techniques, and guidance on exam-taking strategies. Encouraging students to engage in regular revision and providing support through study materials can help improve their performance in external examinations.
- Review and Update Curriculum: Educational institutions should periodically review and update the curriculum and syllabus for CRS to reflect the content and knowledge areas assessed in external examinations. This ensures that students are exposed to the relevant topics and have a comprehensive understanding of CRS. Incorporating current and relevant materials and incorporating feedback from external examination bodies can enhance the effectiveness of the curriculum.
- Implement Continuous Assessment: Schools should implement continuous assessment methods in CRS to complement the internal examination system. Continuous assessment provides a more holistic evaluation of students’ knowledge and understanding, allowing teachers to identify areas of improvement and provide timely feedback and support. It also helps students develop a consistent study habit and improves their readiness for external examinations.
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