This chapter is designed to show the method to be used in carrying out the research, this include the introduction, design of study, population of study, sample and sampling techniques, research instrument, validity of instrument and administration of instrument and collection of data.
It is a truism that any research work without reaching a meaningful purpose has automatically invalidated itself, and as such consequently, permanent purpose which justifies this study, is inevitable. This research is intended to examine and explore the factors hindering effective teaching of Christian Religious Knowledge courses in Nigerian Basic Education Schools.
3.1 Design of Study
This study will utilize the survey design because of the type of information needed. Khinger (2008) stated that survey research focuses on people, the fact of people and their belief, opinion, attitude and behavior.
Boorg and Gail (2008) also explore the relationship between different variables. This study is designed to investigate the variables that are responsible or affecting the effective teaching of Christian Religious Knowledge courses in Nigerian Basic Education Schools. A case study of Ambrose Alli University, Ekpoma, Edo state.
3.2 Population of Study
The population of this study shall comprise of 6,000 male and female undergraduate of the Ambrose Alli University. The population of the school is grouped into eight faculties and 25 departments. The faculties are:
i. Faculty of Arts
ii. Faculty of Education
iii. Faculty of Management Science
iv. Faculty of Social Sciences
v. Faculty of Agriculture
vi. Faculty of Engineering
vii. Faculty of Environmental Sciences
viii. College of Medicine
3.3 Sample and Sampling Technique
The sample size for this study was 224. The subjects were drawn from a cross section of students from eight (8) faculties earlier mentioned. This sample spread across 25 departments in the university (Ambrose Alli University, Ekpoma). The samples were drawn using simple random sampling technique. First, the researchers group the population of AAU into eight strata (faculties). This population was further delineated into their various departments, and final selection was done by randomly selecting 28 subjects from each of the group/element (faculties) that constitute the study. This sampling technique was considered because it is not biased in nature, and as such gives every element of the population equal of being selected as part of the sample (Eheduru, 1995). In all, a total of 224 samples were selected and this shall be the sample size for this study
The instrument employed in other to obtain adequate data is the questionnaire method of investigation, which was conducted by the researchers. The instrument was made to gather information among students.
The researchers drew out some questions based on the factors affecting effective teaching of Christian Religious Knowledge courses. This method was chosen because data collection through the questionnaire tends to form suitable means for logical conclusion. The instrument was designed using a four point Likert response format, and was scored as follows: strongly agree- SA (4), agree-A (3), disagree- D (2), and strongly disagree- SD (1).
3.5 Validation of the Instrument
The researchers developed the questionnaire in accordance with other existing research work that have been developed and validated. The questionnaire was presented to the project supervisor who made the necessary corrections and amendments to enable us obtain valuable data from the selected schools and people concerned. The instrument was confirmed to have content validity.
3.6 Method of Data Collection
The questionnaire was personally administered by the researchers to the respondents in their various departments and faculties selected. The instructions for completing the questionnaire were explained by the researcher to the respondents before administering them. They were asked to answer the questions with honesty. The data was collected immediately after the exercise by the researcher for analysis.
3.7 Method of Data Analysis
The data collected were analyzed using mean percentage to answer and analyze each hypothesized question on the basis of the calculated percentage on the factors affecting effectiveness in teaching Christian Religious Knowledge courses. The mean score that is equal or above the 2.5 benchmark will be accepted, while a mean score below the benchmark will be rejected as non-influencing factor or variable hindering effective teaching of Christian Religious Knowledge courses.