The Use Of Life Approach In Implementation Of CRE In Public Secondary Schools In Tabaka Division, Gucha South, Kisii County
The teaching of Christian Religious Education (CRE) in Kenyan secondary schools has undergone some changes following introduction of the 8-4-4 system of education. Due to these changes, implementation of CRE curriculum has been an upward task. Several factors have influenced the implementation of CRE curriculum and consequently causing the CRE performance at KCSE to be inconsistent and unstable between 2007 and 2011 in a row. The purpose of this study was to investigate the use of life approach in the implementation of Christian Religious Education curriculum in Tabaka division of Gucha South, Kisii County. The study used the descriptive survey design. The target population for the study was 3520 from forms 3 and 4 CRE students, 80 CRE teachers and 30 heads of department. Stratified sampling was used to group schools into five categories and simple random sampling was used to select the respondents for the study. A sample size of 396 respondents comprising of 352 CRE students, 22 CRE teachers and 22 Heads of humanity departments were used. Data were collected using questionnaires for students and teachers while interview schedule was used with Heads of Departments. Data were analyzed and interpreted both quantitatively and qualitatively using Statistical Package for Social Sciences (SPSS Version 11.5). The data were presented using descriptive statistics, such as tables and percentages. The researcher found out that, (95%)of teachers were well prepared for the use of life approach pre-training but were rarely taken for in-service courses. Secondly, all students indicated that audio visual resources are not used in teaching CRE which would enhance the use of life approach. The Researcher further found out that (17%) of the heads of departments did not supervise the classroom teaching to observe the application of life approach though they check record of work and schemes of work. The schools have textbooks for the CRE but are inadequate and would need to be added. Finally, it was found out both teachers and students have positive attitudes towards the CRE. The researcher recommends that audio-visual and real objects resources should be used to teach CRE since it would improve the use of life approach. The CRE teachers should also be taken for in-service courses to equip themselves with the teaching of the use of life approach. The head of department should enhance supervision of CRE curriculum for better CRE results. The Researcher also recommends that teachers who do not compensate missed CRE lessons to compensate them. Finally schools that do not have libraries should establish them and equip them with CRE textbooks.