Evaluation Of Implementation Of Life Approach In Christian Religious Education In Selected Primary Schools In Voi, Taita-Taveta County

ABSTRACT

The study was set out to investigate the extent to which teachers of Christian Religious Education (CRE) implement the life approach strategy in teaching of the subject in primary schools in Voi. Also it was designed to find out whether the teachers use the recommended life approach lesson structure; recommended teaching and learning resource materials; recommended teaching and learning method and why teachers do/don`t use life approach strategy in teaching CRE. The survey was descriptive for the researcher was required to describe what was observed and reported by teachers. The survey targeted a population of 1848 teachers from 51 primary schools in Taita-Taveta County. Information was got from 5 urban and 5 rural public primary schools. Ten lessons were observed in class seven and information gathered from 36 teachers using the questionnaires. The results were coded and analyzed manually. The study found out that the life approach lesson structure was not being followed by teachers of CRE in Voi to a great extent. The teaching and learning resource materials were underutilized. The teaching and learning methods were underutilized. The teachers gave several reasons why they did not use the life approach strategy. Teachers complained of overcrowded classes that would not allow for equal participation in discussion. Heavy loads which left them with hardly enough time to prepare for their lesson. 35- minute-lesson was hardly enough for the five steps in life approach strategy. As long as the pupils pass the exams there was no need for the teachers to use an elaborate and tiresome life approach strategy. In conclusion life approach strategy was not being implemented effectively by teachers of CRE in Voi. This was evident because most of the lessons observed teachers did not use the five steps in life approach. Teaching and learning resource materials were inadequate for life approach which needs a lot of visual aids to enable the teacher prompt the learners to share their own life experiences related to the content in the lesson .Limited teaching and learning resources materials limited the teachers from using variety of teaching and learning methods, thus teachers unable to use the recommended lesson structure in life approach. Some recommendations were made to MOE and other arms of government to improve the teaching of CRE. Time for CRE lesson to last at least 40 minutes to enable teachers exhaust the five steps in life approach lesson structure, especially human experience. CRE syllabi be shortened to make it manageable for teachers to teach without rushing making them transmit knowledge through lecture. School management purchase more resource materials to facilitate implementation of life approach. Large classes be managed by two teachers especially where learners are of two different religious sects which are imbalanced. TSC or school management employ more teachers to lessen work load for teachers to give them time for preparations of their lessons.