| dc.description.abstract | Purpose: This study evaluated the effectiveness of teacher-centered method of teaching
Christian Religious Education in instilling respect among students in public secondary schools in
Rachuonyo North Sub-County, Kenya.
Methodology: The study was guided by the Bandura’s social learning theory. A descriptive
survey design was adopted. The study population comprised 50 CRE teachers and 1,615 Form
Four students taking CRE in 49 public secondary schools. Simple random sampling technique
was used to select 15 teachers, and 485 Form Four students from the accessible population. Face
to face interviews were conducted to collect data from teachers while questionnaires were
administered to collect data from students. Quantitative data from questionnaire were analyzed
with the aid of Statistical Package for Social Sciences (SPSS) Version 20.0 using descriptive
statistics as well as inferential statistics and presented in tabular form. Data from interviews was
analyzed qualitatively and presentation was done in narrative form.
Findings: Majority of the interviewed students were male and were in the age category of 17-21
years of age while nearly two thirds of the interviewed teachers were males with different levels
of education ranging from bachelors to PhD. Majority of the students reported that the use of
school assignments, lectures, homework, game based approach, mental modeling approach,
classroom instructions, and role play enhanced acquisition of virtue of respect. The Pearson’s
product moment correlation coefficient showed that there existed a positive, strong and
statistically significant association between teacher-centered methods and instilling virtue of
respect in students (r = 0.876; p < 0.05).
Contribution to theory, practice and policy: The study concludes that strategic use of
classroom approach through assignments, homework, and talk’s is essential in acquisition of
virtue of respect among students. Furthermore, teacher-centered methods play critical roles in
instilling the virtue of respect among students. Therefore, teachers should be assisted to acquire
competence in correct C.R.E syllabus interpretation in order to enable them to adapt varied
methods of teaching, policies should ensure systematic implementation of inclusive teaching
methods for every student and creation of knowledge on teacher centered teaching methods | en_US |
