methods and materials for religious education in adult education in ...

European Journal of Educational Studies 5(1), 2013
European Journal of Educational Studies 5(1), 2013
© 2013 Ozean Publication
METHODS AND MATERIALS FOR RELIGIOUS EDUCATION IN ADULT
EDUCATION IN ENUGU STATE
ILECHUKWU LEONARD CHIDI
Department of Arts Education, Faculty of Education
University of Nigeria, Nsukka
E-mail address for correspondence: chidileo@yahoo.com
__________________________________________________________________________________________
Abstract: This study was carried out to ascertain the methods and materials for Religious education in adult
education in Enugu State. The aim of the study was to find out the appropriate methods and materials to be applied
in teaching religious education in Adult Education. The study was a descriptive survey. The population of the study
was the Adult Education teachers in Adult secondary school in Enugu State. The sample size of the study was 300.
Questionnaires were used in data collection and mean for data analysis. The finding included Group discussion,
Role play, Lecture, Stories (proverbs and songs), project, questioning, case study, demonstration and field trips
methods. The materials required include: Textbooks, the Bible, Koran, Cardboard, Play scripts, Manuals, Puppetry,
Audio visual, Visual Aids and Audio Visual Aids. It was recommended that the materials used in Adult learning
should be related to the methods being used in the teaching process.
Keywords: religious education in adult education, Nigeria, methods for adults’ religious education
___________________________________________________________________________________________
INTRODUCTION
In spite of the focus, attention and resources committed to the teaching of religious education, in adult education,
there has remained a large divide between the ideal and the manifest. This is done to non-application of appropriate
methods and availability of sufficient materials in adult education. That is to say that more empowering methods and
materials in teaching of religious education remain a mirage. This calls therefore, for the need of adoption of
appropriate methods and materials that the teaching of religious education in adult education can be functional
education. That is, education that is immediate use to the adults; education that crates radical ideas, such as education
for empowerment, for liberation or for transformation. The embracing of functional education method will make the
teaching of religious education in adult education to be integrated with economic, technical, vocational and
occupational skills. This work will therefore concentrate on out lining the right methods and material require in
teaching of religious education in adult education. The achievement of this will require the knowledge of whom an
adult is and what adult education is.
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An adult is usually defined as a fully grown person or who is considered to be legally responsible for his actions.
(Ominyi and Opu, 2008) according to Anyanwu (1997), an adult is one who shows a reasonable measure of maturity,
controls himself, prudent, patient, tolerant and socially reasonable. This means that those whom are regarded as
adults are expected to show moral and emotional maturity. However, adulthood is not limited to physiological
maturation alone, rather, adult is someone who has entered upon the responsibility of maturity (UNESCO, 1972).
Based on this, which are associated with the state of being adult such as, self-direction, judgemental maturity and a
sense of responsibility. Adults deserve to partake in decision which affect their own well-being and that of their
community and society at large. They ought to participate in transmitting the benefits of culture and societal living to
the younger persons (Adekammbi and Modise, 2000). If adults are seen in this way, they need to acquire sound
education whether in adulthood or childhood. As education brings about the highest all-round development of
persons, greater desirable fullness of personality, illiterate adult needs to be educated, especially
religiously.Following from this, the concept of adult education needs, to be examined.
Adult education, according to Smith (2002), in some countries is used in comprehensive manner to mean all facets of
education for those who left primary and secondary schools, in other countries; it is used in restricted manner to
mean basic literacy education for adults. Based on this, Anowor, Ezema and Umezuruike (2001) maintain that adult
education is by no means uniformly or consistently defined throughout the world, because of its relationship with the
social, political and cultural conditions of different countries. Defining adult education, Makulu (1971) considers it
to mean that all-inclusive pattern of adult development which has in view the need of the adult not only as an
individual, but also as a member of his community, and which help him to live more effectively in his society. On
the basis of this definition, Adult education include mass education, community development, vocational training,
basic literacy, youth activities, and formal and non-formal education aimed at training the adult for his duties as a
citizen of his state.
Adult education may be organized in three modes:
1. To train adults to get a qualification (second chance, remedial educational)
2. As a national mass education programme, such as the mass education programme, such as the mass literacy
programme in Nigeria leading to any academic qualification.
3. As a deliberate training programme for adults specific skills (Duke, 1982).
In whatever mode we put adult education. It aim is promoting mass literacy by availing all and sundry the
opportunities to be educated. In other words, it is a form of education, which is properly planned and methodically
applied for the provision of remedial, continuing and other aspects or forms of education to adults or adolescents
outside the regular formal education (Okafor, 1987).
Adult leaner, in adult education study all the regular subjects of the regular students, including religious education.
The teaching of religious education in adult education calls for a critical question on methodology and material.
Methods and materials are integral part of teaching. The influence how well or how poorly a subject will be learned
(Akubueze 1992). Deicing appropriate method and adapting necessary materials in teaching adults are necessary
because adult learners have peculiar characteristics. According Mirian (2000) Adult learners:
i. Has independence self-concept and who direct his or her own learning;
ii. Has accumulated a reservoir of life experiences that is a rich resource for learning;
iii. Has learning need closely related to changing social roles.
iv. Is problem centered and is interested in immediate application of knowledge.
v. Is motivated to learn by internal factors.
The adequate knowledge of these traits which help the adult education apply appropriate andrology in the process of
teaching. The knowledge of some theories in adult education will also be of immense importance in choosing the
methods and materials relevant in teaching the Adults. This is necessary because some of these theories do not only
depict the attributes of adult learners but also silently pointed out the methods and materials required at any stage of
adult learning.
Action learning theory, for example, according to York (2000) points out that classroom training is inefficient in
adult learning. The reason is that half of the people in the classroom are secretly working on their “real jobs” half are
so relieved not to be able doing their real jobs, they„ve turned their mind entirely off. Half already know half the stuff
being taught and are playing Buzzword Bingo on their palms, half will never need to know more than half of it.
Wade and Hammick (1999), advocate that action packed methods like project methods should be adopted to arrest
the attention of the learners.
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Again, the experiential learning theory which is learner-centred and operates on the premise that individuals learn by
experience, should be known by the teachers of religious education in adult education. The knowledge of this theory
is important because it deals with “Learning by doing”. Mok (1999) explains the experiential learning has the leaner
directly involved with the material being studied instead of just thinking and talking about the material. Pickles
(2000) opines that the theory advocates for the evolving a method that will make the leaner to learn by doing.
In project based learning theory, Stewart (2001) explains that students work in groups to solve challenging problem
that are authentic and often interdisciplinary. Learners decide how to approach a problem and what activities to
pursue.
In same way, self-directed learning theory is the process in which individuals take on the responsibility for their own
learning process by diagnosing their personal learning needs: setting goals, identifying resources, implementing
strategies and evaluating the outcome (Rager 2003).
Filtering the theories above, it can adduce that:
i. Adult learners should be involved in the process of planning their own learning;
ii. The learning-teaching transaction should be mutual responsibility of the learners and the teacher.
iii. The project based learning should be used;
iv. The learners should encourage to diagnose their personal learning needs.
v. Adult educators should provide tools and procedures for helping learners discover their „needs‟ to
know.
Following these theories and points above, the methods and materials of teaching religious education in Adult
Education can be selected. These methods are discussed as follows:
1.Role Play Method.
Role play is one of instructional methods required in teaching religious education in Adult Education. According
toAmperie (1979) the conventional purpose of role playing is to put in a stimulated social relationship with a view to
understanding a particular problem or predicament and possibly changing their attitudes. Langerman and Smith
(1979) add that the purpose is to provide learners with the opportunities to assume different roles in a problem
situation thereby increasing general understanding of human behaviours. Using this method to teach religious
education in Adult Education provides the learners with the actual problems situations to act out, analyze and discuss
thereby improving their ability to move with the people. The methods also helps the learners to assume the roles of
other individuals of learners in a conflict.
2. Group Discussion
Group Discussion, according to Smith (2001) is a purposeful; dialogue among the learners and is guided by an
instructor and focused on a jointly selected topic. The purpose of this method is to afford learners the opportunity to
learn from each other by discovering topics of mutual interest, sharing information and opinions, identifying
problems and the finding possible solutions. (Staley 1982). This method provides active participation of learners in
the teaching-learning process, provides learners with opportunities to acquire self confidence as participants in
dialogue. Stewart (2001) explains that this method requires all participants to have at least a minimal level of
knowledge it will be dominated by just a small number of participants. Encouraging students to hold discussion and
voice viewpoint, even if they disagree with those of the instructors, well also develop students‟ skills in analyzing
situation and thinking critically (Smith 2002).
3. Project Method
Akubue (1992), explains that this methods forces students to work on a particular topic or problem. It can be taken
by a whole class, by separate groups within the class, or by individuals. Smith (2002) maintains that teachers may
assign group projects to assist students in learning to work well with other people. The Adult learners may be given
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the project of constructing with paper the wall of Jerusalem before it was destroyed by the Babylonians. The learners
are to work in group to solve the challenging problem.
4.Field Trips.
Filed trips as an instructional method in teaching religious education involves taking the adult learners to a location
or first-hand observation of an activity (Staley 1982). Usually it is followed by meeting to analyze observations.
Here, students in Christian religious education to be taken on pilgrimage to Israel and Moslem to Mecca to obtain the
first class information on the topic they are taught.
5.Stories, Proverbs and Songs
Storytelling, according to Akubue (1992) is perhaps the oldest art in inculcating moral consciousness. Psychological
methods stress the need for using stories as entry behaviour in teaching religious education because the student‟s
loves stories which are generally strip up their imagination (Mok, 1999). Stories are very useful tools that have
Christianizing and moralizing effects in number of ways. They dispose the intellect to assent to the more serious
sequence; they fix moral truth in the minds when detailed explanation fails, those with the virtue become incarnate
in the mind, through stories, sympathy can be aroused and enthusiastic devotion can be encouraged Akubue (1992).
The teacher who tells a story well is like the rhapsodist who leaves his audience breathless (Akubue, 1992). Local
stories, proverbs and songs could be collected utilized to teach religious education in Adult education.
6. Seminars and Workshop
A group of adult learners at a conference may be broken into smaller units called seminars or workshop. These are
groups of learners under a leaner, who might be an expert or someone elected by his follow learners (Akpama, Ibor
and Bullem, 2005). Oduaran (2000) advocates the use of small group to reinforce learning among adults learners in
religious education.
7. Lecture Method
According to Knowles (1980) lecture method is one way communication from teacher to learner(s). The purpose is
to impart information, example introduce a new topic or relate new material to content taught before. Though the
lecture method in teaching religious education has the disadvantages of not giving the learners opportunity to
participate fully and does not encourage application of skills, yet, Smith (2002) believes that if the teachers have the
ability to deviate from the topic if the class seems particularly interested in certain topic, or is becoming more
engaged in certain example, the class will be lively and interested. Pilling-Cormick (1997) adds that if educators
capitalize on the interest of students, this will help to maximize learning potential and, as long as the material that is
required for the class is still covered, it often makes for the class is still covered it often makes for a more enjoyable
classroom experience. Akpama, Ibor and Bullem (2005) suggest that the lecture method could be blended with
tutorials to impact knowledge or facts and skills in any teaching miliew. The lecture method can be thus relied upon
as a bridge of communication between learners and Lecturers/Teachers (Knowles 1980).
8. Demonstration
Smith (2002) explains that demonstration as instructional method in teaching religious education in Adult Education,
explain a particular skill or activity verbally and then put it in action in a step by step process. the teacher‟s verbal
explanation and demonstration are usually followed by opportunities for learners to practice the activity. For
example, after may not be relevant demonstrating, Jesus teaching of the beatitudes, the learners can go and
demonstrate them.
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9. Case Study
Staley (1972) explains that in this method individual learners and or groups of learners study a real life situation or
problem. The purpose is to help learners develop general problem-solving skills by having them examine and
analyzed specific real-life situation and problems. Example the learners can be given the assignment to go and study
how to reconcile two families in which one member of the other, murdered a member of the other.
10. Questioning
According to Akubue (1992), questioning is a teacher‟s verbal utterances which seek responses from the leaner.
Essentially, it is a teacher –controlled device for promoting thought, making appraisal, and moving students towards
the goals of instruction. It is one of the commonest and readily available techniques of most teachers who spend 70-
80 percent of the class time asking questions. When correctly employed, questions can be used to stimulate analytical
thought, diagnose student‟s difficulties, determines students progress, motivate students, clarify and expand
concepts, encouraging thinking, relate cause to effect, and encourage application of concepts (Akubue, 1992).
The methods discussed above are relevant in teaching religious education in Adult Education because they encourage
class participation and questions from students. They encourage the giving of real life examples to the learners.
Materials Necessary to Teaching Religious Education in Adult Education
Before teaching, a teacher needs to select the materials to be used in the course of teaching. In the process of
selecting materials teachers‟ needs for a particular lesson, the following checklist, according to Akubue (1992), the
materials should:
i. relate directly to the objectives;
ii.
iii.
iv.
be in keeping with the ability of learners;
be in keeping with the age level of the learners;
be of interest of learners; and
v. be varied enough to make provision for individual differences.
The checklist provides apart from guidelines for the selection of materials, a set of criteria for evaluating materials.
In teaching religious educations, the Authors: Makulu (1971), Mok (1999), Smith (2001), Smith (2002), Knowles
(1980), Staley (1972), Oduaram (2000), Rager (2003), Pickles (2000), York (2000), Stewart (2001) Akubue (1992),
etc accepted the following materials as being adequate, viz:
i. Textbooks, Pamphlets, Chalkboard/Whiteboard, sketches-cardboards, cartoons, chart, graphs, maps, the
bible;
ii.
iii.
iv.
Play scripts, puppetry;
Worksheets, observation guides, manuals; and
Models, Charts, raw materials.
These materials are necessary according to Akubue (1992) over-verbalization or excessive use of words to convey
meaning while teaching religious education can be boring to the students. Teachers should not solely rely on words
to make their explanation but also make use of the above mentioned materials or teaching aids. Staley (1982)
however pointed out that he materials cannot function independently but can only be used to enhance the
effectiveness of the method adopted in the teaching-learning process.
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Statement of Problem
Despite all efforts, resources and attention being giving to religious education in Adult Education, there are still high
rate of illiteracy among the adults involved in adult learning of religion. Learning process is blocked because the
adult learners according to Mirrriam (1999) bring into learning environments: their life experience, work experience,
positive/negative previous adult learning experiences, performance affectors and aging factors. The existence of
these problems necessitates the chiseling out of appropriate androgogy, methods and materials in teaching religious
education in Adult Education.
Purpose of the Study
The central purpose of this study was to find out the appropriate methods and materials required in teaching religious
education in Adult Education in Enugu State. In particular the researcher hopes to:
i. Determine the appropriate methods to be employed in teaching religious education in Adult Education.
ii.
Identify the materials adequate for the teaching of religious education in adult education in Enugu State.
Research Questions
i. What are the appropriate methods to employed in teaching religious education in Adult Education in Enugu
State
ii.
What are the material/teaching aids appropriate in teaching religious education in Adult Education in Enugu
State
METHODOLOGY
The study is a descriptive survey design. The design was considered ideal for this study because the study involved
collecting data from a sample of teachers on the methods and materials of teaching religious education in adult
education in adult secondary schools in Enugu State.
Population
The population of the study consists of the all the teachers of religious education in Adult Education in Enugu State.
Sample
Using Simple random sampling, the sample of 300 Adult Education religious teachers are selected Adult secondary
school in Enugu.
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Instrument
The instrument for the study consists of questionnaire which were structured in four point Likert Scale rating of
Strongly Agreed (SA) =4 points, Agree (A)=3 points, Disagree (D) = 2 points and Strongly Disagreed (SD) = 1
points.
Validation of the Instrument
Three Lecturers one from measurement and evaluation, one from statistic and one from religious education validated
the instrument by going through the purpose and research question of the study.
Reliability of the Instrument
The reliability co-efficient of the instrument was established by collecting data from 20 teachers from four Adult
schools who were not part of the study. The aggregate score were calculated and the CronbachCipha (a) was
employed to determine the consistency of the items. The results showed reliability coefficient scores 0.81.
Method of Data Collection
The researcher with the help of some teachers in the affected schools, personally administered and collected the
questionnaires to the respondents.
Method of Data Analysis
Mean was used to answer the two research questions. The acceptance point for the mean was 2.5 and above. Any
score below 2.5 was seen as rejecting the item.
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Table 1: Mean response on the appropriate methods to be employed in teaching religious education
to Adult Education in Enugu State.
S/N Item Mean Decision
1. Lecture method is adequate in teaching religious education in
Adult Education.
2 Role pay appropriate as an instructional method in teaching
religious education in Adult Education.
3 Stories, proverbs and songs are adequate methods in teaching
religious education in Adult Education
4 Group discussion can be used as effective method in teaching
Adult learners.
5 Project method can be used in teaching of religious education in
Adult Education
6. Demonstration is adequate method that can be employed in
teaching Adults.
7. Seminars and workshops are relevant in teaching religious
education in Adult Education
3.5 Agreed
3.22 Agreed
3.37 Agreed
3.20 Agreed
3.27 Agreed
3.32 Agreed
3.37 Agreed
8. Field trips can be used in teaching Adult learners. 3.25 Agreed
9 Case study is another reliable method in Adult Education. 3.22 Agreed
10 Questioning is a method that can used in teaching religious
education in Adult Education.
3.10 Agreed
From the table above the items 1-10 have the mean responses above the cut-off line of 2.50. this mean that all the
methods in the table are accepted by the respondents as adequate methods in teaching Adult learners religious
education
Table 2: Mean responses on the material for teaching of religious education in Adult Education
S/N Items Mean Decision
11. Textbooks, pamphlets, whiteboard/chalkboard sketches, cartoons,
chart, graphs and cardboard are adequate materials to teach
religious education in Adult education
12 Plays Scripts, Puppetry are good to be used with Dramatization
method.
13 Worksheets, observation guides, manuals are teaching material in
teaching religious education in Adult Education.
14 Models, charts, raw materials are materials required use
demonstration method.
15. Visual aids, Audio aids and Audio visual aids are required in
teaching religious education in Adult Education.
3.43 Agreed
3.33 Agreed
3.46 Agreed
3.37 Agreed
3.27 agreed
Data in the table show that all the items are above the cut-off mark. This shows that all the items are material for
teaching religious education in Adult Education.
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DISCUSSION
The answer to research question I which seek to find out the appropriate methods to be employed in teaching
religious education in Adult Education. The finding shows that Lecture method, Role play, stories, proverbs and
songs, group discussion, project method, demonstration, seminars and workshop, field trips, case study and
questioning are adequate methods of teaching religious education in Adult Education. These finding agree with the
opinion of Knowles (1980), Smith (2002), Ampere (1979), Pilling-Cormick (1997), Akpama, Ibor and Bullem
(2005).
The finding also revealed that materials or teaching aids require for the religious education in Adult Education are
textbooks, scripts, puppetry, pamphlet, chalkboard/whiteboard, sketches, catalogue, chart, graphs, worksheets,
observation guides, manuals, models chart, raw materials, visual aids, audio aids and audio visual aids. These
findings agree with the opinion of Akubue (1992) Langerman and Smith (1979), Staley (1982), Miriam (1999) and
Knowles (1980).
CONCLUSION
The teaching religious education in Adult Education requires good methods that will motivate the adult learner to
grasp the gist or the content of the curriculum. Again, the nature of adult learners makes it imperative to adopt
adequate methods that can induce change in the behaviour of the adult learners.
Through the data analysed and the findings reveals that methods that are to be adopted in religious education in
Adult Education are lecture method, role play, stories, proverbs, and songs, group discussion, project, demonstration,
seminars, field trips, case study and questioning. It is believe that most of these methods will create dialogue.
Dialogue ensures that adult learners are active participants in the learning process. It is dialogue with others that
adults are conscientized and empowered to understand and take step to transform their world.
The study also shows that material that are adequate in teaching religious education in Adult Education are
textbooks, pamphlet, whiteboard/blackboard, sketches, cartoons, chart, graphs, cardboard , plays scripts, puppetry,
worksheets, observation guides, manuals, models chart, raw materials, visual aids, audio aids and audio visual aid.
The teacher needs to select the adequate material that can relate directly to the objectives of the topic to be taught and
material that are keeping with the abilities and age of the learner as well as materials that are accurate and up to date.
RECOMMENDATIONS
The following recommendations are drawn from the findings of the study.
1. Teachers/facilitators or instructors in all adult learning should be given opportunity to attend seminars and
workshop on the recent methods and appropriate use of materials.
2. Good Androgogy should be developed in teaching the adults.
3. The methodology used in teaching of the adults should differ from the methods used for the youths.
4. The materials used in adult learning should be related to the methodology.
5. Adult Educators/facilitators should have adequate knowledge of Adult psychology and capacities.
6. The facilitators should have adequate understanding of the theory and of evaluation method, and
procedures.
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7. The Ministry of Education in-charge of adult education should intensify their efforts in inspection of the
instructional materials and methods in order to improve and maintain standard.
8. Rural libraries, reading rooms, television viewing centres, visual teaching and learning aids should be
provided by the government to enhance the adult education services.
9. Learning materials should be distributed to the adult learners to motivate them towards continual education,
10. Adult learners should give maximum attention to the teachers even when they have known the topic being
taught.
11. Teachers of Adult learners should encourage class participation and questions from students.
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