EXAMINING THE IMPACT OF CHRISTIAN EDUCATION ON SOCIAL JUSTICE ENGAGEMENT: A CRITICAL STUDY OF ST. MARY'S CHRISTIAN ACADEMY JOS

Abstract

This study examines the factors influencing students' engagement in social justice initiatives, focusing on key variables such as Christian education, socioeconomic status, civic education, parental involvement, extracurricular activities, and demographic characteristics. A total of 222 participants were selected for the study, and data were analyzed using descriptive statistical methods, including frequency distribution and mean scores, to uncover patterns and trends in perceptions and engagement levels. The findings reveal that Christian education, civic education, and extracurricular activities have a generally positive impact on students' awareness and participation in social justice initiatives, as indicated by high mean scores. Parental involvement and geographical location were also identified as important factors influencing engagement, although there is room for improvement in certain areas. Socioeconomic disparities emerged as a significant barrier to participation, with financial limitations affecting students' ability to engage fully. The study also highlights demographic patterns, showing variations in engagement based on gender, age, marital status, educational background, and religious affiliation. Based on these findings, it is recommended that educational institutions develop targeted programs to address gaps in Christian education and extracurricular activities, enhance support for students from lower socioeconomic backgrounds, and promote parental involvement. Future research could explore the long-term impact of these factors, the influence of digital tools on engagement, and effective interventions to address disparities in participation.

TABLE OF CONTENTS

Content                                                                                                Page

Fly Leaf…………………………………………………………..……………....i

Title page:……………………………………………………………..……..….ii

Declaration:……………………….………………………………...........……iii

Certification:……………………………..……………………......……..……..iv

Dedication:……………………………………………………….……..…….....v

Acknowledgement:……………………………………….…………….………vi

Table of Contents:………...………………………………………………........vii

List of Tables:…………………………..……………………………..............viii

List of Figures:…………………………………………………………….........ix

List of Abbreviations and Symbols:…………………………………………….xi

Abstract:…………………………………………………………...…………...xii

CHAPTER ONE: INTRODUCTION

 1.1 Background of the Study………………………………..…….……….……1

1.2 Statement of the Problem………………………………………….…………1

1.3 Aim and Objectives of the Study…………………………………...……..…2

1.3.1 Aim of the Study…………………………………………..…………….…2

 1.3.2 Objectives of the Study…………………………………….…….………..2

1.4 Research Questions and Hypotheses……………………….………..………2

1.4.1 Research Questions……………………………………..………….……...2

1.4.2 Research Hypotheses………………………………………………………3

 1.5 Significance / Justification of the Study……………………….…………....5

1.6 Scope of the Study……………………………………………..………….....5

1.7 Limitation of the Study………………………………………………………5

1.8 Definition of Operational Terms…………………………………………..…5

CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction……………………………………………………...…………..6

2.2 Historical Perspective………………………………………………..………6

2.3 Theological Framework………………………………………..…………...9

2.4 Conceptual Framework………………………………………...…………..11

2.4.1 Social Justice in the Context of Christian Education……………..……..13

 2.4.2 Student Involvement in Social Justice Activities……………………….16

2.4.3 Perceptions of Students Regarding Social Justice……………….……...19

2.4.4 Barriers to Social Justice Engagement…………………………….…….22

2.4.5 Strategies for Enhancing Social Justice Engagement in Christian Education …………………………………………………………………………………25

2.5 Current Trends………………………………….....………………………..28

2.6 Theoretical Frameworks……………………………………………………29

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction………………………………………………………..………32

3.2 Research Design………………………………………………………..….32

3.3 Location of the Study………………………………………………...…….32

3.4 Population of the Study……………………………………………………..33

3.5 Sample Size and Sampling Techniques………………………………..…..33

3.5.1 Sample Size………………………………………………………..…….33

3.5.2 Sampling Technique……………………………………………………...34

3.6 Research Instrument…………………………………………………..…...35

3.7 Validity and Reliability………………………………………………….....35

3.7.1 Validity of the Instrument…………………………………………….…..35

3.7.2 Reliability of the Instrument……………………………………………...37

3.8 Data Collection and Procedure……………………………………………..37

3.8.1 Administration of the Instrument…………………………………………37

3.9 Research Ethics………………………………………………...…………..38

3.10 Data Analysis………………………………………………………...…...39

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS OF DATA

4.1 Introduction…………………………………………………………...…....40

4.2 Presentation of Findings………………………………………………..…..41

4.2.1 SECTION “A”: Demographic Profiles………………………………...…41

4.2.2 Gender of Respondents…………………………………………..…….....41

4.2.3 Age Range of the Respondents…………………………………………...42

4.2.4 Marital Status of the Respondents…………………………………..……43

4.2.5 Educational Level of the Respondents……………………………………44

4.2.6 Geographical Location of the Respondents……………………….……...45

4.2.7 Language Spoken of the Respondents…………………………………....46

4.2.8 Religion of the Respondents……………………………………………...47

4.3 Test of Reliability…………………………………………………….…….48

4.4 SECTION “B”: Presentation of Respondents results in tabular forms…….50

4.4.1 Synopsis of The Christian Education…………………………………….50

4.4.2 Synopsis of Socioeconomic Status………………………………………52

4.4.2 Synopsis of the Civic Education…………………………………………54

4.4.3 Synopsis of the Parental Involvement…………………………………….56

4.4.4 Synopsis of the Extracurricular Activities………………………………..58

4.4.5 Synopsis of the Social Justice Engagement……………………….….......60

4.5 Testing of Hypothesis……………………………………………..………..62

CHAPTER FIVE: DISCUSION AND ANALYSIS OF FINDINGS

5.1 Introduction………………………………………………………………...69

5.2 Presentation of Findings……………………………………………………70

5.3 Survey of Results…………………………………………………………...70

5.3.1 Demographic result………………………………………………………70

5.3.2 Gender of Respondents………………………….………………………..70 

 5.3.3 Age Range of Respondents……………………..………………..…........71 

5.3.4 Marital Status of Respondents …………………..……………….............71

5.3.5 Educational Level of Respondents………………..…………..………….72 

5.3.6 Geographical Location of Respondents ……………………………….....72

 5.3. 7 Language Spoken by Respondents ……………………………………...72

 5.3. 8 Religion of Respondents……………………………………………..…73 

5.4 Major Research findings:………………………………………………......73

CHAPTER SIX: SUMMARY, CONCLUSION, RECOMMENDATION AND SUGGESTION FOR FURTHER STUDY

 6.1 Introduction…………………………………………………….……..…...76

 6.2 Summary of Findings…………………………………………….….….....76

6.3 Conclusion………………………………………………..……….......…...77

6.4 Recommendations………………………………………………..…...……78

6.5 Suggestions for Further Study………………………………..…...........…..79

References……………………………………………………….…………......80

Appendixes………………………………………………….…………….…...82

List of Tables:

Table 1:  Frequency table of Gender Distribution of Participants………………41

Table 2:  Descriptive statistics for Age Group of Participants …………….……42

Table 3: Frequency table of Marital Status Distribution of Participants ……….43

Table 4:  Frequency Table of Educational Level Distribution of Participants …45

Table 5:Frequency table of Geographical Location Distribution of Participants…...46

Table 6:  Frequency Table of Language Spoken Distribution of Participants…47

List of Figures:

Fig. 4.2.1 Gender of the Respondent on Bar Chart………………….…………42

Fig. 4.2.2 Age Range of the Respondent on Bar Chart…………………..….…43

Fig. 3 Marital Status of the Respondents on Histogram Chart………………….44

Fig. 4 Educational Level of the Respondents on Pie chart………………..……45

Fig. 5 Geographical Location of the Respondents on a Bar Chart…………..…46

Fig. 6   Frequency Table of Language Spoken Distribution of Participants .….47

Fig. 7 Religious Affiliation of the Respondents on Bar chart…………………..48

CHAPTER ONE

 1.0                                          INTRODUCTION

 1.1 Background of the Study

Christian education has long been a cornerstone of many educational institutions worldwide, promoting not only academic excellence but also moral and ethical development. As global societies increasingly grapple with issues of social justice, the role of Christian education in fostering social justice engagement has come under scrutiny. This study aims to critically examine how Christian education impacts students' engagement with social justice issues, exploring the underlying principles and outcomes of such education.

1.2 Statement of the Problem

Despite the growing emphasis on social justice in educational discourse, there is limited research on the specific impact of Christian education on students' engagement with social justice issues. This gap in the literature calls for a critical investigation into how Christian educational practices and values influence students' awareness, understanding, and activism related to social justice.

1.3 Aim and Objectives of the Study

1.3.1 Aim of the Study

The aim of this study is to examine the impact of Christian education on students' engagement with social justice issues.

 1.3.2 Objectives of the Study

                i.            To analyze the principles of Christian education that promote social justice.

              ii.            To evaluate the extent to which students in Christian educational institutions are involved in social justice activities.

           iii.            To assess the perceptions of students regarding the role of Christian education in social justice engagement.

            iv.            To investigate the barriers that hinder social justice engagement among students in Christian educational institutions.

              v.            To recommend strategies for enhancing social justice engagement through Christian education.

1.4 Research Questions and Hypotheses

1.4.1 Research Questions

       i.            What are the key principles of Christian education that promote social justice?

     ii.            How involved are students in Christian educational institutions in social justice activities?

  iii.            How do students perceive the role of Christian education in their engagement with social justice?

   iv.            What barriers hinder social justice engagement among students in Christian educational institutions?

     v.            What strategies can be recommended to enhance social justice engagement through Christian education?

1.4.2 Research Hypotheses

Hypothesis one

H0: There are no specific principles of Christian education that promote social justice.

H1: There are specific principles of Christian education that promote social justice.

Hypothesis Two

H0: Students in Christian educational institutions are not significantly involved in social justice activities.

H1: Students in Christian educational institutions are significantly involved in social justice activities.

Hypothesis Three

H0: Students do not perceive Christian education as having a significant role in their engagement with social justice.

H1: Students perceive Christian education as having a significant role in their engagement with social justice.

Hypothesis Four

H0: There are no significant barriers hindering social justice engagement among students in Christian educational institutions.

H1: There are significant barriers hindering social justice engagement among students in Christian educational institutions.

Hypothesis Five

H0: There are no effective strategies that can be recommended to enhance social justice engagement through Christian education.

H1: There are effective strategies that can be recommended to enhance social justice engagement through Christian education.

 1.5 Significance / Justification of the Study

This study is significant as it contributes to the limited body of knowledge on the impact of Christian education on social justice engagement. By identifying the key principles and outcomes of Christian education related to social justice, this research can inform educators, policymakers, and religious institutions on how to enhance educational practices to promote social justice. Moreover, it provides a basis for further research on the intersection of faith-based education and social justice.

1.6 Scope of the Study

This study focuses on Christian educational institutions at the secondary and tertiary levels within Nigeria. It includes an analysis of educational curricula, student involvement in social justice activities, and perceptions of the impact of Christian education on social justice engagement.

1.7 Limitation of the Study

The study is limited by its geographical focus on Nigeria, which may affect the generalizability of the findings to other contexts. Additionally, the study relies on self-reported data from students, which may be subject to bias.

1.8 Definition of Operational Terms

 Christian Education: An educational system that incorporates Christian values, teachings, and principles into its curriculum and practices.

 Social Justice: The pursuit of fairness and equity in society, including issues of human rights, equality, and justice for marginalized and disadvantaged groups.

 Engagement: The involvement and participation of students in activities and initiatives related to social justice.

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