Analysis of Factors Affecting Achievement and Enrolment on Christian Religious Education in Selected Public Secondary Schools in Tiriki West Division of Vihiga District - Kenya
Amugune, Aggrey A.
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The study was aimed at establishing factors affecting learners achievement and enrolment in CRE in public secondary schools in Tiriki West Division of Vihiga District. The interest for the researcher to choose and study these schools was strongly prompted by their continued low achievement in the subject at KCSE level, dwindling enrolment in the subject and lukewarm support from the community. As the researcher was carrying out the study, other underlying factors affecting achievement and enrolment were addressed. They included: teaching-learning resources, the role of the sponsor in the schools of study, qualifications and experience of teachers of C.R.E. The research was conducted in Tiriki West Division of Vihiga District, and it involved six headteachers, six heads of departments (Humanities), fourteen teachers of CRE and one hundred and fifty-one learners from each of the selected public secondary schools. The study sampled schools using purposive sampling techniques. Using the criteria of boarding and day, mixed boys and girls schools, sta.tus of the school and the sponsor of school, the researcher managed to come up with a sample of six schools out of sixteen. Data were collected through questionnaires, which were administered to learners, teachers of CRE and heads of departments (Humanities). Interviews were used to gather information from heads of departments, headteachers and sponsors. Data were analyzed using simple descriptive statistics and the results presented with the aid of frequency tables and percentages .. Before this study was carried out, a pilot study was conducted and the research instruments were validated. The study reveals that C.R.E had limited teaching- learning resources such as textbooks for learners and reference materials for teachers. Archaic teaching-learning strategies such as lecturing and explaining were found to be commonly used by teachers. In one of the schools the sponsor had donated computers yet they could not be used because of lack of electricity. Teacher apathy, a high number of lessons per week, strong liking for Social Education and Ethics together with History by learners and teaching experience were some of the factors found to be affecting achievement and enrolment in C.R.E. In conclusion the findings are discussed and recommendations such as availing teaching-learning resources in schools, organizing in-service courses and seminars for teachers of C.R.E. are made.