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Analysis 1
Analysis 1
Analysis 1
1.0 Introduction
This chapter presents the result and the analysis of the data obtained through the questionnaire
distributed. The data was used to validate the research questions. In achieving this purpose,
descriptive statistical method involving the use of Mean, percentage and Frequency counts was
used to analyse the data using only valid responses from the data while inferential statistics –
Pearson product moment correlation statistical test was used to test hypotheses
Table 1 shows the demographic characteristics of the respondents. The data from the table shows
112(44.8%) of the Students that participated in the study were male students while the remaining
138(55.2%) were female students. As the regards to the distribution of the respondents based on
their present class, the result from the table indicates that majority of the Students were from JSS
3, thus constituting 198(84.6%) of the sample used. 16(6.8%) were JSS 2 where JSS 1
Result from the table shows that 182(65.4%) of the participants admitted that the position CRS in
the UBE is very important in sustaining national values while 70(28%) of the respondent
disagreed with the statement. 120(48.0%) agreed that the status of CRS in the UBE discourage
students interest in the subject while 132(48%) of the respondent is not in support of the
statement. 138(55.2%) of the respondents agreed that students see CRS as a mere marginal
subject in the UBE while 112(44.8%) of the respondents did not agree to this. In a similar
reaction, 204(81.6%) of the respondents agreed that they want improvement in the status of CRS
in the UBE while 46(18.4%) of the respondents did not support the statement. Finally, 190(76%)
agreed to the statement students see the status of CRS in the UBE as optional while 60(24%) of
the respondent disagreed with the statement. In summary, it can be deduced that majority of the
participants were of the view that CRS should play a critical role in the developing a well round
Students in Nigeria rather than the optional status been given to it in the UBE programme.
Table 3 shows the responses of the respondents on the content of CRS in the UBE schemes.
From the data 180(72%) agreed that the content of CRS in the UBE is interesting and educating
while 70(49.6%) disagreed. 162(64.8%) agreed that they love CRS because it teaches moral
while 88(35.2%) of the respondents did not concur to the statement. 80(32.8%) agreed to the
statement that CRS content is difficult to understand while 168(66.8%) disagreed. 98(39.2%)
agreed that CRS is boring when is being taught while 152(68%) did not support the
statement.214(85.6%) of the respondents agree to the statement that CRS contents is irrelevant to
day to day life while 36(14.4%) disagreed.
Table 4 shows the responses of the respondent the content and goals/objective of UBE in Junior
Secondary schools. From the table above, it is evident that 98(38.4%) of the respondents agreed
that the contents of CRS teaches morality as in the goals and objectives of UBE while
154(62.6%) did not agree to this. 130(52%) of the respondents agreed that CRS can help students
to live a meaningful and fulfilled life while 36(14.4%) of the respondents disagreed. 174(74.3%)
agreed that CRS teaches socialization as in goals and objectives of UBE while120(48.0%)
disagreed. 156(62.4%) of the respondents agreed that CRS help students to discharge their civic
right while 94(37.6%) of the respondents are not in support of the statement.144(57.6%) of the
respondents agreed that CRS helps students to contribute to the development of the society while
Table 5: Perception of Junior Secondary School students CRS in the UBE programme
Table 5 above shows the responses of the respondents on the perception of Junior Secondary
school Students of CRS in the UBE programme. From the result, it is evident that 206(81.6%) of
the respondents agreed that Students see CRS in the UBE very important while 46(18.4%) of the
respondents disagreed with the statement. 140(56%) of the respondents agreed that they see CRS
in the UBE as interesting subject while110 (44%) of the respondent disagreed with this
statement. 146(58.4%) of the respondents agreed that Students see CRS in the UBE as a mere
marginal subject while 104(41.6%) disagreed with this. 146(58.8%) of the respondents agreed
that Students see CRS as an alternative subject while 104(41.6%) disagreed with this. 98(39.2%)
of the respondents agreed that Students see CRS as irrelevant since moral is taught in church
Table 6 above shows the responses of the respondents on the thinking and attitude of Junior
Secondary school Students towards CRS in the UBE programme. The data from the table shows
that 62(24.8%) of the respondents agreed that students think that CRS is inferior while
188(72.2%) of the respondents disagreed. 154(61.6%) of the respondents agreed that the attitude
of Students influence others towards the subject while 96(38.4%) of the respondents disagree
with the statement. 122(48.8%) of the respondents agreed that students see the position of CRS
110(45.5%) of the respondents agreed that CRS is not lucrative while 130(56.2%) of the
respondents disagreed with it. 68(28.1%) of the respondents agreed that Students think CRS is
needless to study because one can be morally okay with the subject while 174(71.9%) of the
Table 7: Paired sampled t-test analysis showing difference in responses on the status of CRS in
UBE
students on the status of CRS in UBE. With respect to the mean scores, teachers recorded a slight
higher mean (M=3.875, S.D= 0.389) than the students (M=2.763, S.D=0.593) with a mean
difference of (1.112). The slight difference in the mean score was statistically significant as (t-
cal=2.983,P>0.00) since p= 0.000. Thus the null hypothesis that stated that there is no significant
difference between students and the teachers’ responses in terms of status of CRS in UBE was
rejected.
Hypothesis 2: There is no significant difference in responses of students and teachers on the
Table 8: Paired sampled t-test analysis showing difference in responses on the Content of CRS in
UBE
Table 8 presents the Paired sampled t-test analysis of difference in responses of teachers and
students on the Content of CRS in UBE. With respect to the mean scores, teachers recorded a
slight higher mean (M=3.860, S.D= 0.420) than the students (M=2.639, S.D=0.744), however
the slight difference in the mean score was statistically significant (t-cal=2.987,P>0.00) since p=
0.000. Thus the null hypothesis that stated that there is no significant difference between students
Hypothesis 3: There is no significant difference between teachers and students position on the
Table 9: Paired sampled t-test analysis showing difference in responses on the CRS
objectives/goals in UBE by teachers and students
Table 9 presents the Paired sampled t-test analysis of difference in responses of teachers and
students on the CRS objectives/goals in UBE. With respect to the mean scores, teachers recorded
a slight higher mean (M=3.361, S.D= 0.359) than the students (M=2.374, S.D=0.464), however
the slight difference in the mean score was statistically significant (t-cal=3.82, P>0.00) since p=
0.000. Thus the null hypothesis that stated that there is no significant difference between students
and the teachers’ responses on the position of CRS objectives/goals in UBE was rejected.
Table 10: Paired sampled t-test analysis showing difference in Perception of teachers and
students on CRS in the UBE Scheme
Table 10 presents the Paired sampled t-test analysis of difference in the perception of teachers
and students on CRS in UBE scheme. With respect to the mean scores, teachers recorded a very
slight higher mean (M=3.338, S.D= 0.380) than the students (M=3.174, S.D=0.464), however
the slight difference in the mean score was not statistically significant (t-cal=1.82, P<0.05) since
p= 0.094. Thus the null hypothesis that stated that there is no significant difference between
students and the teachers’ perception on the CRS position in UBE Scheme was retained.
Hypothesis 5: There is no significant difference of teachers and students on the attitude of
Table 11: Paired sampled t-test analysis showing difference in attitude of teachers and students
towards CRS in the UBE Scheme
Table 9 presents the Paired sampled t-test analysis of difference in the perception of teachers and
students on CRS in UBE scheme. With respect to the mean scores, students recorded a very
slight higher mean (M=2.974, S.D= 0.388) than the teachers (M=2.861, S.D=0.367), however the
slight difference in the mean score was not statistically significant (t-cal=1.44, P<0.05) since p=
0.194. Thus the null hypothesis that stated that there is no significant difference between students
and the teachers’ attitudes towards CRS as subject in UBE Scheme was retained.