School-based Factors Influencing Teachers’ Use of Cooperative Learning Approaches in Teaching of Christian Religious Education at Secondary School in Nakuru Subcounty
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.
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