INFLUENCE OF RELIGIOUS-INDUCED INTERVENTIONS ON SUSTAINABLE EDUCATIONAL DEVELOPMENT OF SECONDARY SCHOOL STUDENTS FROM DISINTEGRATED FAMILIES IN SOUTH-SOUTH, NIGERIA

This study examines the influence of religious-induced interventions on sustainable development of secondary school students from disintegrated families in South South, Nigeria. The study adopted the descriptive research design. The study population included 1543 principals, 3086 vice principals, 37,453 teachers, and  1,834,995 students in South-South Nigeria’s public senior secondary schools. A sample of 918 respondents was selected using multistage sampling across 102 public senior secondary schools in four South-South Nigerian states. A 24-item instrument titled “Religious-Induced Interventions and Sustainable Educational Development of Secondary School Students from Disintegrated Families Scale” (RISEDSSDFS), with 0.917 reliability, was used for data collection. Data were analyzed using mean, standard deviation, and Analysis of Variance (ANOVA). The study revealed a grand mean score of 3.60, indicating that religious-induced interventions strongly influenced the sustainable educational development of secondary school students from disintegrated families. Also, the category of the respondents’ administrators, teachers, and students) significantly influenced their rating on how religious-induced interventions influenced the sustainable educational development of secondary school students from disintegrated families in South-South, Nigeria (F2, 870=.000, p˂.05). The study recommended among  others that religious organizations should conduct pre-marriage classes and marriage seminars that emphasize love, forgiveness, tolerance, unity, honesty, hard work, prudence, ethical values and dedication as essential traits for building strong bonds, shared responsibilities, and stable families that support their children’s educational development in senior secondary schools.