School-based Factors Influencing Teachers’ Use of Cooperative Learning Approaches in Teaching of Christian Religious Education at Secondary School in Nakuru Subcounty
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Date
2017Author
Angwenyi, Margaret, B
Type
ThesisLanguage
enMetadata
Show full item recordAbstract
Cooperative learning is a pedagogical practice that has attracted much attention
because of a large body of research that indicates that students gain both
academically and socially when they have opportunities to interact with others to
accomplish shared goals. The purpose of this study was to investigate schoolbased
factors that influence teachers’ use of cooperative learning approaches in
teaching Christian Religion Education in secondary schools in Nakuru Sub-
County. To determine the influence of teacher competence, student ability to
adapt to the learning environment, learning and teaching resources and student
attitude on the use of cooperative learning approach in public secondary schools
in Nakuru sub-county. The study was based on a descriptive survey research
design where data and information was gathered from both primary and
secondary sources. According to Mugenda and Mugenda (2003), a sample of
between 10% and 30% of the target population is acceptable. Given the number
of secondary schools stands at 27 within Nakuru sub-county, and that the number
of teachers of Christian Religion Education is 35, a sample size of 42 teachers of
Christian Religion Education was targeted. Given the number of students
undertaking Christian Religion Education subject where 1080 within Nakuru
sub-county, a sample of 324 students was targeted. The formulated questionnaire
at the end of this proposal (Appendix 1) was used to gather data from the
teachers and students of Christian Religion Education within Nakuru sub-county.
Quantitative data was analyzed using descriptive and inferential statistic..
Cooperative learning approaches creates excellent opportunities for students to
engage in problem solving with the help of the group members. Cooperative
learning approach as an instructional procedure depends on students helping one
another to learn in small groups, which is likely to enhance student motivation
and hence improve performance. There is a need of continuous development and
improvement of school guidelines about how the teachers can use cooperative
learning approach to teach Christian Religion Education in public schools, such
guidelines includes aspect such as time tabling number of lessons and the time
table or movement within lessons or how the teaching of Christian Religion
Education is conducted, that is, whether the school allows working in groups or
the teacher must always teach. There is need to continuously in-service teachers
on the use of cooperative learning approach.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [5981]
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