The Kenya National Examination Council reports for 2011, 2012 and 2013 show a decline in Christian Religious Education performance. The purpose of this mixed method, exploratory research study is to analyze and evaluate teachers’ knowledge and skills on use the of Life Approach in teaching Christian Religious Education among teachers in public secondary schools within Bungoma County, Kenya.
The specific objectives were to determine teachers’ knowledge on Life Approach in the teaching of Christian Religious Education, determine the pre-service and in-service training level of teachers of Christian Religious Education in the use of Life Approach in teaching Christian Religious Education, generating and analyzing teachers’ attitudes towards the use of Life Approach in teaching Christian Religious Education in public secondary schools in Bungoma County and lastly, determine teachers’ utilization of the Life Approach in teaching Christian Religious Education.
This study was guided by the Rogers and Frieberg theory of experiential learning.The study utilized the exploratory research design. There were 206 public secondary schools with about 400 teachers of Christian Religious Education. The population of this study comprised all teachers of Christian Religious Education teachers in Bungoma County. Ten percent of the schools were selected using stratified sampling on the basis of national, county and sub-county schools. From each selected school, 2 CRE teachers were randomly selected using probability sampling procedures. To collect data the questionnaire, interview guides, document analysis and observation schedule were used. Descriptive statistics method was used to facilitate data exploration for better understanding of issues.
Table of Contents
- Chapter 1: Introduction
- Chapter 2: Literature Review
- Chapter 3: Research Methodology
- Chapter 4: Data Analysis and Results
- Chapter 5: Discussion of Findings
Objectives and Key Themes
This study aimed to analyze and evaluate teachers' knowledge and skills in utilizing the Life Approach method for teaching Christian Religious Education (CRE) in public secondary schools within Bungoma County, Kenya. The research investigated teachers' knowledge of the Life Approach, their pre-service and in-service training levels, their attitudes towards the Life Approach, and their actual utilization of this method in the classroom. The study sought to understand the factors contributing to the underutilization of the Life Approach, despite teachers possessing the necessary knowledge and skills.
- Teachers' knowledge and skills regarding the Life Approach in CRE teaching.
- The effectiveness of pre-service and in-service training in promoting the use of the Life Approach.
- Teachers' attitudes towards the Life Approach and its implementation in the classroom.
- The actual classroom utilization of the Life Approach by CRE teachers.
- Factors influencing the implementation of the Life Approach in CRE teaching.
Chapter Summaries
Chapter 1: Introduction: This chapter introduces the study's background, focusing on the declining performance in Christian Religious Education (CRE) in Kenya, as evidenced by national examination results. It highlights the shortage of CRE teachers and the under-exploration of the Life Approach in CRE teaching. The chapter establishes the research problem, stating the need to investigate teachers' knowledge, skills, and attitudes towards the Life Approach and its application in the classroom. The research objectives and questions are clearly defined, providing a roadmap for the entire study. The chapter concludes by outlining the study's methodology and the theoretical framework guiding the research.
Chapter 2: Literature Review: This chapter explores existing literature on teaching methodologies in religious education, with a specific focus on the Life Approach. It examines various studies on teacher training, teacher attitudes, and the impact of teaching methods on student learning outcomes. The review analyzes the effectiveness of different approaches to religious education and the challenges faced in implementing innovative teaching strategies. This chapter provides a comprehensive overview of the theoretical and practical foundations for the study's investigation of the Life Approach in CRE teaching in Kenya.
Chapter 3: Research Methodology: This chapter details the research design, population, sampling techniques, and data collection methods employed in the study. The rationale for choosing a mixed-methods, exploratory approach is explained, highlighting the advantages of combining quantitative and qualitative data to provide a holistic understanding of the research problem. The chapter describes the instruments used for data collection, including questionnaires, interviews, document analysis, and observations. Specific sampling procedures, such as stratified and probability sampling, are thoroughly explained. Finally, the chapter outlines the data analysis techniques to be used, such as descriptive statistics, content analysis, and thematic analysis.
Chapter 4: Data Analysis and Results: This chapter presents the findings of the study. It uses descriptive statistics to present the data collected through questionnaires, interviews, and observations, providing insights into teachers' knowledge, skills, attitudes, and practices related to the Life Approach in CRE teaching. The analysis examines the relationship between teachers' training, their attitudes, and their classroom practices. The results are presented in a clear and organized manner, facilitating a comprehensive understanding of the study's findings.
Chapter 5: Discussion of Findings: This chapter interprets and discusses the findings presented in Chapter 4. It relates the results to the existing literature, highlighting the significance of the study’s findings within the broader context of CRE teaching in Kenya. The chapter addresses the research objectives and questions, providing answers based on the analyzed data. It also explores the implications of the findings for teacher training, curriculum development, and classroom practice. The discussion section connects the findings to the theoretical framework of experiential learning, analyzing how the results support or challenge the theoretical underpinnings of the study.
Keywords
Christian Religious Education, Life Approach, Teacher Training, Kenya, Bungoma County, Teaching Methodology, Experiential Learning, Teacher Attitudes, Classroom Practice, Religious Education Curriculum.
Frequently Asked Questions: Analysis of Teachers' Knowledge and Skills in Utilizing the Life Approach Method for Teaching Christian Religious Education
What is the main topic of this study?
This study analyzes and evaluates teachers' knowledge, skills, and attitudes regarding the Life Approach method for teaching Christian Religious Education (CRE) in public secondary schools in Bungoma County, Kenya. It investigates the effectiveness of teacher training, teachers' classroom practices, and factors influencing the implementation of this approach.
What are the key objectives of the research?
The research aims to understand: (1) Teachers' knowledge and skills concerning the Life Approach; (2) The effectiveness of pre-service and in-service training in promoting its use; (3) Teachers' attitudes towards the Life Approach and its classroom implementation; (4) The actual classroom utilization of the Life Approach; and (5) Factors influencing its implementation in CRE teaching.
What methodology was used in this study?
The study employs a mixed-methods, exploratory approach. Data was collected using questionnaires, interviews, document analysis, and observations. Sampling techniques included stratified and probability sampling. Data analysis involved descriptive statistics, content analysis, and thematic analysis.
What are the key themes explored in the study?
Key themes include teachers' knowledge and skills in using the Life Approach, the impact of teacher training, teachers' attitudes towards the method, actual classroom practices, and factors influencing the implementation of the Life Approach in CRE teaching.
What are the main findings of the study (as summarized)?
The study presents findings through descriptive statistics, revealing insights into teachers' knowledge, skills, attitudes, and practices related to the Life Approach. The analysis explores the relationship between teacher training, attitudes, and classroom practices. Specific results and interpretations are detailed in the full study.
What is the significance of the study's findings?
The findings are discussed in relation to existing literature and their implications for teacher training, curriculum development, and classroom practice in CRE teaching within Kenya. The discussion connects the findings to the theoretical framework of experiential learning.
What are the key chapters and their contents?
The study is structured into five chapters: Chapter 1 (Introduction), Chapter 2 (Literature Review), Chapter 3 (Research Methodology), Chapter 4 (Data Analysis and Results), and Chapter 5 (Discussion of Findings). Each chapter focuses on a specific aspect of the research, progressing logically from background information to analysis and interpretation of findings.
What are the keywords associated with this research?
Keywords include Christian Religious Education, Life Approach, Teacher Training, Kenya, Bungoma County, Teaching Methodology, Experiential Learning, Teacher Attitudes, Classroom Practice, and Religious Education Curriculum.
- Citation du texte
- Cynthia Chebet (Auteur), 2017, How Are a Teacher's Knowledge and Skills Regarding the Use of Life Approach Useful for Teaching Christian Religious Education?, Munich, GRIN Verlag, https://www.grin.com/document/490017
