A study of the utilization of learning resources in the teaching of Christian Religious Education in secondary schools of Embu in Kenya.
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Date
1990
Authors
Gacegoh, Juliet Njeri
Journal Title
Journal ISSN
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Abstract
The purpose of this study was to investigate in
depth the utilisation of learning resources in the
teaching of Christian Religious Education (CRE). The
emphasis of the study was to establish which resources
were available in schools, how the schools acquired these
resources, the problems the schools encountered in the
acquisition of these resources, how the teachers selected
these resources, the types of resources used in the
actual teaching, the purpose for which learning resources
were used, the problems teachers encount~red in the use
of resources and the quality of CRE basic textbooks.
A total of 19 Secondary Schools were selected from
51 schools in Embu District. This selection was done
from a stratified random sample where the schools were
divided into 3 strata, that is Government maintained,
Harambee assisted and Private, after which the
blindfolding technique wus adopted. The sample consisted
of 52 CRE teachers, 18 heads of CRE departments, 4
Curriculum developers, 2 CRE Inspectors and 2 CRE
advisers. A total of 23 live CRE lessons from 12
Secondary Schools were observed.
Data was obtained by means of questionnaires,
interview schedule, lesson observation schedule and an
instr~ment used for analyzing textbooks.
DatA obtained in the study revealed that, there was
an acute shortage of resources especially audio-visual
resources in schools. This was mainly due to lack of
funds.
It was also found that, both parents and schools
were responsible for purchase of learning resources.
Some schools got their resources either through borrowing
or donations.
schools.
Further findings revealed that CRE teachers and the
heads of CRE departments played a significant role in the
There was very little improvisation by
selection of learning resources. Course objectives,
nature of subject content, coverage of syllabus and time
available were the main criteria in the selection of
learning resources.
In the actual teaching of the subject, it was found
that the majority of the teachers used textbooks and
chalkboard. Very few of the teachers used audio-visual
and community resources. The teachers used these
resources for the purpose of introducing and summarizing
the lessons, while the students used these resources for
the purpose of writing notes.
Teachers found it difficult to use the few available
resources in the actual teaching of the subject. They
complained that the syllabus was too wide; they lacked
support from the educational officers as to what
resources to use and that the classes had large numbers
of students.
Further findings indicated that, although the two
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basic textbooks were of high quality in some respects,
they seemed to be of low quality in other respects.
On the basis of the findings and conclusions,
recommendations were made for educational policy and
practice in Kenya. For further research, there is a need
to conduct study to find out the relationship between
the student's performance in eRE and the use of learning
resources. These recommendations were meant to serve as
a base for the improved utilisation of eRE learning
resources in Secondary Schools.
Description
A thesis submitted in partial fulfilment of the requirements for the degree of master of education of Kenyatta University.