Ancestral Cults and Christian Education: An Examination of the Challenges in Selected Secondary Schools in Ebonyi State, Nigeria

Abstract

ABSTRACT

This study examines the impact of ancestral cult on the teaching of Christian Religious Studies (CRS) in selected secondary schools in Ebonyi State. The research design employed for this study is a survey research design, which allows for the collection of views and opinions from a sample population to draw conclusions about a larger population. The study population consists of students aged thirteen to eighteen years in ten selected secondary schools. A systematic random sampling technique was used to select the sample for the study, with a total of 100 questionnaires distributed among the participants. The instrument used for data collection was a structured questionnaire, consisting of two sections: Section A collected personal data from the respondents, while Section B sought information from principals and teachers regarding the impediments posed by ancestral cults to the teaching and learning of CRS. The data collected was analyzed using simple frequency tables and percentages. The findings of the study revealed that ancestral cults hinder the teaching and learning of CRS in secondary schools. Teachers struggle to teach students from ancestral homes due to parental opposition and difficulties in teaching Christian worship and biblical stories to children from ancestral backgrounds. Moreover, learning CRS is challenging for students from ancestral homes due to the lack of a Christian foundation and the unfamiliarity of the subject matter. Ancestral activities, such as rituals, sacrifices, and witchcraft practices, further impede the teaching and learning of CRS. Based on the findings, several recommendations are made to overcome the impediments posed by ancestral cults on the teaching of CRS. These include encouraging Christian missionaries to reach remote areas.