EFFECTIVENESS OF METHODS OF TEACHING CHRISTIAN RELIGIOUS

EDUCATION IN INSTILLING THE VIRTUE OF RESPECT IN PUBLIC

SECONDARY SCHOOL STUDENTS IN RACHUONYO
NORTH SUB-COUNTY, KENYA

BY

WACHIAJI ANTON PETER OTIENO

A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

FOR THE DEGREE OF MASTER OF EDUCATION IN PEDAGOGY (RELIGIOUS
STUDIES)

DEPARTMENT OF EDUCATIONAL COMMUNICATION,

TECHNOLOGY AND CURRICULUM STUDIES

MASENO UNIVERSITY

© 2019
 DECLARATION
Declaration by the Candidate

This research thesis is my original work and has not been submitted for the award of any
Certificate, Diploma or Degree in any institution.

Signature: _______________________ Date: _____________________

Wachiaji Anton Peter Otieno
PG/MED/6021/2011

Declaration by the Supervisors

This research thesis has been submitted with our approval as University Supervisors.

Signature: _________________________ Date: ___________________

Dr. Kowino Obwana Joash

Department of Educational Communication, Technology and Curriculum Studies,
Maseno University

Signature: ___________________________Date: __________________

Dr. Osodo Joseph

Department of Educational Communication, Technology and Curriculum studies,
Maseno University

ii
 ACKNOWLEDGEMENTS
I thank God for His wisdom and care. He gave me knowledge to come up with this work.

Every person who contributed directly or indirectly towards the success of this study, God

bless you. My supervisors, Dr. Kowino Obwana Joash and Dr. Osodo Joseph, God bless you

and your families. They spared their time beyond measure to mold this work into the shape it

has taken. Without their input, this work would not have yielded meaningful contribution to

academics. Thanks to Dr. Joseph Rabari, Mr. Dennis Oluoch Oduor, Brother Oscar Okoth

Ojwang and Mr. Ayege Fredrick for their great counsel in the further formation of this work

that gave it more strength. Appreciation to the De La Salle Brothers, Saint Mary‟s University

of Minnesota USA and Tangaza University College who formed the solid base for my

education. I am forever grateful. May they continue to teach minds and touch the hearts of

those who are entrusted to their care. Thanks to my parents Mr. Joseph Otieno Omullo and

Syprosa Akeyo Otieno. They gave me life and basic education which laid the foundation for

this work. Appreciation to my family: my wife Emily Anyango Ondiek and my children

Christine Clare, Michael Joseph and Juliet Suzzie. I missed some of family duties due to this

work but you did not mind.

iii
 DEDICATION
This work is dedicated to my grandmother, the late Juliana Apinde Otieno who supported me

at childhood, she was my mentor. I will forever remember her.

iv
 ABSTRACT
There are rising cases of disrespect in Kenyan society amid efforts by Christian Religious Education
(CRE) in secondary schools to make the learner appreciate and respect their own, and other people‟s
cultural beliefs and practices. The morals of the secondary school graduates enrolled in colleges and
society do not reflect the acquisition of values learnt through CRE. Despite the exposure of students to
the Christian Religious Education curriculum, cases of disrespect, for instance, drug abuse, abortion,
arson in schools, hate speech, religious and ethnic hatred continue being witnessed in Rachuonyo
North Sub-County. This study evaluated the effectiveness of methods of teaching CRE in instilling the
virtue of respect in public secondary school students in Rachuonyo North Sub-County, Kenya.
Specifically, the study examined the link between teacher-centred, learner-centred, and eclectic
methods of teaching and instilling the virtue of respect in students. The study was guided by the Piaget
cognitive 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 in Rachuonyo Sub-
County. Simple random sampling technique was used to select 15 teachers, and 485 Form Four
students from the accessible population. Interviews were used to collect data from teachers while
questionnaires were used to collect data from students. The instruments were critiqued and corrected
by experts at Maseno University to determine their face validity. Piloting of the instruments was done
to ensure their usefulness in collecting data and reliability coefficient of 0.74 was recorded.
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. The study found that teacher-centered method, learner-centered method, and eclectic
method of teaching CRE were all very effective in instilling the virtue of respect in public secondary
school students. The latter method was, however, established to be the most critical with regard to
instilling the virtue of respect in the aforestated students. It was concluded that adoption of eclectic
method played a crucial role in improving the level of the virtue of respect instilled in students.
Though important, embracing teacher-centred method when teaching CRE in these schools was
inferred not to have as much effect as either learner-centred or eclectic teaching methods on instilling
the virtue of respect in public secondary school students. The study recommended that teachers should
be assisted to acquire competence in correct C.R.E syllabus interpretation. This would enable them to
adapt varied methods of teaching, each time varying learning stimuli so that the experience remains
attractive to the learners. Teachers should also encourage more group work, class discussions and other
applications that are student centered. More importantly, teachers need to emphasize approaches such
as role playing, mental modeling, and student conversation when teaching C.R.E to the learners.
Teachers should be conversant with eclectic/ or various approaches of teaching and for those who may
find it difficult in applying the method should be helped in terms of organizing workshops and
seminars on pedagogical practices in teaching.

v
 TABLE OF CONTENTS
COVER PAGE…………………………………………………………………………………i
DECLARATION ........................................................................................................................ ii
ACKNOWLEDGEMENTS ....................................................................................................... iii
DEDICATION ........................................................................................................................... iv
ABSTRACT ................................................................................................................................ v
TABLE OF CONTENTS ........................................................................................................... vi
LIST OF ABBREVIATIONS AND ACRONYMS .................................................................. ix
LIST OF TABLES ...................................................................................................................... x
LIST OF FIGURES ................................................................................................................... xi

CHAPTER ONE: INTRODUCTION ..................................................................................... 1

1.1 Background to the Study....................................................................................................... 1
1.2 Statement of the Problem ...................................................................................................... 9
1.3 Purpose of the Study ........................................................................................................... 11
1.4 Objectives of the Study ....................................................................................................... 11
1.5 Research Questions ............................................................................................................. 11
1.6 Significance of the Study .................................................................................................... 12
1.7 Scope of the Study .............................................................................................................. 12
1.8 Limitations of the Study...................................................................................................... 13
1.9 Assumptions of the Study ................................................................................................... 13
1.10. Conceptual Framework .................................................................................................... 13
1.11 Definition of Operational Terms ....................................................................................... 16

CHAPTER TWO: LITERATURE REVIEW ...................................................................... 18

2.1 Introduction ......................................................................................................................... 18
2.2 Teacher-Centred Method and Instilling the Virtue of Respect ........................................... 18
2.3 Learner-Centred Method and Instilling the Virtue of Respect ........................................... 21
2.4 Eclectic Method and Instilling the Virtue of Respect ......................................................... 24
2.5 Instilling the Virtue of Respect in Students ........................................................................ 27

CHAPTER THREE :RESEARCH METHODOLOGY ..................................................... 30

3.1 Introduction ..................................................................................................................... 30
3.2 Research Design .............................................................................................................. 30

vi
3.3 Location of the Study .......................................................................................................... 30
3.4 Target Population ................................................................................................................ 31
3.5 Sample and Sampling Procedure ........................................................................................ 32
3.6 Instruments and Instrumentation......................................................................................... 33
3.6.1 Interview Schedule for Teachers .................................................................................. 33
3.6.2 Questionnaire for CRE students ................................................................................... 33
3.7 Validity and Reliability of the Instruments ......................................................................... 34
3.7.1 Validity of the Instruments ........................................................................................... 34
3.7.2 Reliability of the Instruments ....................................................................................... 35
3.8 Data Collection Procedure .................................................................................................. 35
3.9 Data Analysis and Presentation .......................................................................................... 36
3.10 Ethical Considerations ...................................................................................................... 37

CHAPTER FOUR: ANALYSIS, PRESENTATION AND DISCUSSION OF FINDINGS38

4.1 Introduction ......................................................................................................................... 38
4.2 Response Rate ..................................................................................................................... 38
4.3 Demographic Information of Students and Teachers ......................................................... 39
4.3.1 Demographic Information of the Students ................................................................... 39
4.3.2: Demographic Information of the Teachers ................................................................. 41
4.4 Descriptive Results, Interpretations and Discussion ........................................................... 42
4.4.1 Teacher-Centered Method and Instilling the Virtue of Respect .................................. 42
4.4.2 Learner-Centered Method and Instilling the Virtue of Respect ................................... 45
4.4.3 Eclectic Method and Instilling the Virtue of Respect .................................................. 46
4.4.5 Instilling the Virtue of Respect .................................................................................... 49
4.5 Inferential Results, Interpretations and Discussion ............................................................ 50
4.5.1 Relationship between Teaching Methods and Virtue of Respect ................................ 50
4.5.2 Effect of Teaching Methods on Virtue of Respect ....................................................... 53

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ........ 57

5.1 Introduction ........................................................................................................................ 57
5.2 Summary of Findings ......................................................................................................... 57
5.2.1 Teacher-Centered Method and Instilling the Virtue of Respect in Students............... 57
5.2.2 Learner-Centered Method and Instilling the Virtue of Respect in Students ............... 58

vii
 5.2.3 Eclectic Method and Instilling the Virtue of Respect in Students .............................. 58
5.2.4 Instilling the Virtue of Respect in Students ................................................................ 59
5.3 Conclusions ........................................................................................................................ 59
5.3.1 Conclusions on Teacher-Centred Method and Instilling the Virtue of Respect ......... 59
5.3.2 Conclusions on Learner-Centred Method and Instilling the Virtue of Respect .......... 60
5.3.3 Conclusions on Eclectic Method and Instilling the Virtue of Respect ....................... 60
5.3.4 Conclusions on Teaching Methods and Instilling the Virtue of Respect .................... 60
5.4 Recommendations .............................................................................................................. 61
5.4.1 Recommendations on Teacher-Centred Method and Instilling the Virtue of Respect 61
5.4.2 Recommendations on Learner-Centred Method and Instilling the Virtue of Respect 61
5.4.3 Recommendations on Eclectic Method and Instilling the Virtue of Respect ............. 62
5.5 Suggestion for Future Research ........................................................................................ 62
REFERENCES .......................................................................................................................64
APPENDICES ........................................................................................................................69

viii
 LIST OF ABBREVIATIONS AND ACRONYMS
AIDS - Acquired Immune Deficiency Syndrome

C.R.E - Christian Religious Education

D.E.O - District Education Officer

HIV - Human Immune-deficiency Virus

K.I.C.D - Kenya Institute of Curriculum Development

KJV - King James Version

MOEST - Ministry Of Education Science and Technology According to the

NACADA - National Campaign against Drug Abuse

OT - Old Testament

QASO - Quality Assurance and Standards Officer

ROK - Republic of Kenya

RONI - Republic of Northern Ireland

RSV - Revised Standard Version

UNDCP - United Nations Drug Control Programme

WHO - World Health Organization

ix
 LIST OF TABLES

Table. 1.1 : Number of students suspended or expelled from schools over the last three years
across the Homabay County. ...................................................................................10

Table 3.1: Study Population and Sample Size ........................................................................32

Table 3.2: Cronbach‟s Alpha Measures ..................................................................................34

Table 4.1: Response Rate ........................................................................................................39

Table 4.2: Distribution of Students by Demographic Characteristics ....................................40

Table 4.3: Distribution of Teachers by Demographic Characteristics ....................................41

Table 4.4: Descriptive Statistics for Teacher-Centered Method .............................................43

Table 4.5: Descriptive Statistics for Learner-Centered Method .............................................45

Table 4.6: Descriptive Statistics for Eclectic Method.............................................................47

Table 4.7: Descriptive Statistics for Instilling Virtue of Respect ...........................................49

Table 4.8: Correlation between Teacher-Centered Methods and Instilling Virtue of Respect
.................................................................................................................................51

Table 4.9: Correlation between Learner-Centered Method and Instilling Virtue of Respect .51

Table 4.10: Correlation between Eclectic Method and Instilling Virtue of Respect ..............52

Table 4.11: Regression Weights for Overall Model ...............................................................53

Table 4.12: Significance Test Results .....................................................................................54

Table 4.13: Results of Overall Model .....................................................................................55

x
 LIST OF FIGURES

Figure 1.1: Conceptual Framework (Researcher, 2019) ..........................................................14

xi
 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Respect is defined as a positive feeling of esteem for a person or institution (Kimmel, 2010).

It is characterized by specific actions and conduct that demonstrate esteem. Respect for

property, tradition, other people, oneself and legitimate authority has been identified by

Mershall and Moulden (2002) as one of five fundamental moral values of different societies

and individuals. One shows respect by considering and taking seriously other peoples‟

feelings, thoughts, behaviors, and needs (Grimmit, 2005). Respect as a virtue is taught to

people culturally in the community and through formal education systems in the society.

Mutual respect and trust are the critical elements in any successful relationship (Njoroge and

Nyabuto, 2014). In the absence of respect, there is humiliation, contempt, dishonesty,

bullying, feeling that one is not heard, and feeling misunderstood (Bird, 2002). Many

therapists believe that one cannot respect others until one respects oneself. Those lacking in

self-respect are focused on pleasing and getting others to like them and not taking care of

their own needs (Grimmit, 2005). Njoroge and Nyabuto (2005) state that people with self-

respect like themselves because of who they are not because of who they know, what they

can do, or how much social power they have. People with self-respect assert themselves to

others and do not allow themselves to be made fun of or treated rudely or badly. People with

self-respect are true to themselves, can handle criticism, are content with themselves, can

forgive themselves, and are selfless.

The current global scenario indicates declining levels of respect amongst the school going

age and the society at large (Mershall, and Moulden, 2002). Print and televised media show

various cases of disrespect in the society such as violence in schools, hate speech, ethnic

violence, robbery with violence, murder among others. For instance, students burning and

1
destroying school properties, the recent shootings in Baltimore USA, and the Garissa

University College attacks are indicators of disrespect to human life. Lack of respect and

even an unintentional ignorance of the requirements of respectful behavior may undermine

interventions of the value of respect (Marshall et al., 2002). In Sweden, a study done by

Witkowska and Menckel (2005) on sexual harassment, revealed that sexual harassment in

schools is recognized as a key public health problem for girls. Sexual harassment of students

by teachers has been reported in Sweden though it has been attended to within the process of

guidance and cancelling but did not look at possibilities of including such instructions in the

syllabus.

In the United States of America, the School Survey on Crime and Safety (2000) noted that

71% of public and elementary schools experienced violent incident such as rape, battery, gun

crime or sexual assault. These cases of violent incidences like rape are indicators of cultural

disrespect. However, both the studies by Witkowska and Menckel (2005) and Crime and

Safety (2000) only emphasized on sexual harassment as a form of disrespect in the society

but did not bring out the how teaching Christian Religious Education in schools would be

effective in instilling the virtue of respect among the learners. The present study sought to

establish the effectiveness with emphasis on its methods of teaching and how it influences the

virtue of respect among the students.

In South Africa, from 1948 to 1994, the entire education system was based on racial

separation and inequality with an assumed hierarchy of racial groups. This impacted

negatively on the blacks who felt disrespected by the white (Harber, 2004). An audit of 90

desegregated schools across nine provinces published in 1999 showed that racism in schools

continues to be pervasive (Vally & Dalamba, 2013). The recent xenophobic killings of non-

South Africans went against the Christian culture which advocates for universal oneness in

2
Christ regardless of race, ethnic background and gender as taught in C.R.E. However, studies

by Harber (2004) and, Vally and Dalamba, (2013) only emphasized on racism and apartheid

as a form of disrespect in the country but did not capture how teaching Christian Religious

Education in South African schools would be effective in instilling the virtue of respect

among the learners. The present study sought to establish the effectiveness with emphasis on

its methods of teaching and how it influences the virtue of respect among the students.

In Uganda, cases of pornography dominated the youthful age until the year 2012 when the

Ugandan parliament drafted anti-pornography bill to deal with promiscuous habits among

some citizens. The bill was introduced in parliament when Macedonian pedophile, Emin

Baro, was arrested for luring underage Ugandan girls to perform sex acts for him on camera

in the year 2012 (Namulondo, 2013). Republic of Uganda (2014) made a law that toughens

penalties against gay marriages and indecent dressing habit with reason that the acts go

against the Ugandan culture.

Kenya has experienced rising cases of cultural disrespect in different ways of life and

behavior. Ocholla-Ayayo (1997) states that morality begins with the self, with valuing your

own person as a human being and then having regard for the worthiness of others. This

creates a norm of mutual respect that promotes each other‟s self-esteem and partly enabling

others to feel known and positively valued by others (Kowino, 2011) and (Obiero-Owino,

1994). These acts of hate speech, violence and killings of people is antisocial-economic

expectations in Kenya as per the educational objectives is concerned. This raises the question

of how students are prepared to fit in the society through acquisition of the virtue of respect.

Rachuonyo North Sub-County is located in the greater Homa Bay County. According to

reports, the County is leading in cases of sexual abuse among the students and teacher student

3
relationships (Rugendo, 2016). Some of the C.R.E students have been involved in sex related

cases. The Teachers Service Commission (TSC) county director reported in an interview with

the Nation Media on Sunday 28, 2014 that Rachuonyo Sub-County is the leading Sub-County

with cases of teachers abusing students sexually. In the year 2015, the teachers who were

sacked and deregistered from the TSC were 126. Out of this number, Homa Bay County

formed 25% with majority coming from Ndhiwa and Rachuonyo North sub-counties.

In 2016, again 22 teachers were sacked due to sex related scandals. A report from Rachuonyo

North Police station (2014), indicate that alcohol abuse is rampant in the Sub-County

especially in West-Rachuonyo Division. Most of the victims arrested were due to alcohol or

drunken related cases, where about 20% were school going students. Indicators of low levels

of Respect include; rioting, sexual violence, strikes, fighting, bullying among others. (Poipoi,

Agak & Kabuka, 2011). The fact that students within Rachuonyo North sub-county have

hitherto been involved in the aforementioned cases, raises the question of the state of virtue

of respect in secondary schools.

Teaching of the virtue of respect in Kenya, is mostly done through the curriculum of

Religious Studies (RS) of which includes Christian Religious Education (C.R.E) (Grudem,

2007). Training on RS is done in primary, secondary and post-secondary institutions mostly

through C.R.E. Despite the efforts of virtue education through RS, Kenya is coming to terms

with the increasing behavioral problems among the students in public secondary schools

(NACADA, 2012). For instance, there is rampart use of drugs and other substances of abuse

in secondary schools (Rugendo, 2016). A study conducted in Kenya found out that

commonly abused drugs in schools were alcohol, cigarettes, bhang and miraa (Kimani, 2012,

Simatwa et al., 2014).These findings were confirmation of an earlier finding by Otieno and

Ofulla (2009) which showed that there was rampant abuse of substance in secondary schools

4
with 57.9% having had consumed drugs. However, most of the studies done in Kenya only

emphasized on drugs and alcohol abuse among the students but failed to capture how

teaching Christian Religious Education in Kenyan schools would be effective in instilling the

virtue of respect among the learners. The present study sought to establish the effectiveness

with emphasis on its methods of teaching and how it influences the virtue of respect among

the students.

Teaching of C.R.E in secondary schools is meant to produce individuals who will be men and

women of integrity (Mbiti, 2002). C.R.E has a great potential to carry out this responsibility

given that its objectives are not only on acquisition of knowledge but also formation of the

right moral character. In as much as C.R.E has an academic component, it is important in

character formation, both at the attitudinal and behavioural levels (Onyango, 2017). C.R.E

occupies a key position in the 8-4-4 curriculum in that, it enhance the understanding and

respect for own and other people‟s cultures cultures and their place in contemporary society

(ROK, 1999). Respect as a virtue of Christian living is one of the important pillars in the

learning of C.R.E because it thrives in all spheres of life and may form students to be better

citizens who are able to deal with life challenging issues (Mumbi, 2000).

Republic of Kenya (ROK, 1964), highly recommended the promotion of respect for culture

and unity among the Kenyan people. Republic of Kenya (ROK, 1999) report, recommended

the teaching of C.R.E in Kenyan curriculum due to its value addition in the learner‟s moral

life. The secondary education syllabus (KIE, 2002) provides seven objectives of teaching

CRE of which one is to enhance learner acquisition of the basic principles of Christian

living and develop a sense of self-respect and respect for others. Republic of Kenya

(Sessional Paper No.1 of 2005) further recognizes the strategic importance of improving the

overall education level of Kenyans within the context of moral development. The

5
Government is able to achieve moral development through proper implementation of the

curriculum (Mbiti, 2007).

Republic of Kenya, (2012) underscores its commitment to competence based teaching that

promote acquisition of skills and attitudes such as critical thinking, creativity,

communication, and innovation. However, this commitment appears to be at stake with the

increase of riots, strikes, burning of schools or destruction of school property and other

forms of indiscipline in secondary schools in Kenya (Mumbi, 2000).

Teaching of values by using C.R.E has been facilitated through the incorporation of African

Religious Heritage content in the syllabus. This area of study is rich in moral values making

the subject relevant to the contemporary society (Onsongo, 2008). Mbiti (1969) observes

that Religious Education in Africa could be traced long before the coming of Christian

missionaries who viewed Africans as uncivilized and heathens. Ocholla-Ayayo (1997)

observed that Africans lived their religion culturally. Every stage of life was monitored and

those who were found contravening the customary laws were heavily punished.

Mbiti (1969) analysed African religion, and observed religion as the strongest element in

the traditional background that exerted the greatest influence upon the living and the people

concerned. Mbiti (1969) continues to note that religious education bore the responsibility

of inculcating in each generation those forms of knowledge, values and attitudes which the

society needed in order to prosper and provide mankind with moral values by which to live.

In the present society, apart from acquisition of moral values from varied African traditions,

new religious beliefs brought along by the Missionaries and the formal Religious education,

there are other aspects of co-curricular activities in schools that promote value acquisition.

(Onsongo, 2008). Waithira (2014) asserts that despite all other means of value acquisition

6
the society, Religious education is the discipline entrusted with development life skills for

value enhansment.

Schug (2001) identified two teaching methods, which are effective in teaching social

studies in elementary and secondary schools. That is teacher centered and learner centered

methods. However, the two teaching methods mentioned above are further divided into

smaller units (Mykra, 2015). He states that some of these units are more effective in value

education. The teaching methods used in teaching values such as respect for varied cultures

should be effective and able to enhance moral growth in the learner (Chemutai, 2008). The

teacher should effectively aim at developing the affective faculties of the learner in order to

make these values part and parcel of the learner‟s daily living.

Another teaching method that is embraced by teachers in instilling virtue of respect is that

of eclectic. It is a peculiar type of educational philosophy which combines all good ideas

and principles from various philosophies. It is indeed a conceptual approach that does not

hold rigidly to a single paradigm or set of assumptions, but instead draws upon multiple

theories, styles, or ideas to gain complementary insights into a subject (Samoore, 2017).

The debate about effective teaching method is ancient, which overtime has but gained

emphasis. Although it predates Deweyan era, it however found strong emphasis during and

after Dewey. Dewey (1963) lays emphasis on the role of method, first in consolidating

ideas necessary for a discipline, and second in disseminating same ideas. Nevertheless, it is

to be underscored that learning needs to be understood as a social function in which a

learner using acquired skills can pick worthwhile experiences as learning. Dewey seems to

suggest that the environment in which learning takes place has got numerous experiences.

These experiences are the raw materials for learning. The author‟s analytical view of

methodology in general and teaching method in particular, projects the two as the highway

7
of thought and action, without which the conception of ideas and actions would remain

largely disjointed. Consequently, the achievement of learning objectives would not be

realized. What remains of great concern, is how these experiences can be sieved in such a

manner that the learner can only be able to pick the correct experiences and shun those that

can lead to bad behaviour. Dewey is silent on how experiences can be distinguished as to

justify which ones are appropriate for what kind of behaviour. This invites a pedagogical

approach that is appropriate to such a task so that not every learning which is obtained

through experience is regarded as potentially able to lead to good behaviour.

Lack of respect beckons all stakeholders to urgently think about strategies for stopping

further escalation of the disrespect of whatever nature. Many researchers contend that lack

of appropriate skills, negligence on part of teachers and the politics of grades are to blame.

For instance, studies carried out by Walaba (1998), Itolondo (2012) and Kamanga (2013)

note with concern, that C.R.E has been made subservient to other subjects and that its

teaching has been oriented to examination. What emerges from these concerns is how to

bridge the chasm between examinable content and life skill content. There is an emerging

problem where to draw the line between these poles as far as the study of CRE is

concerned.

C.R.E, as taught in secondary schools, is not a tool for evangelization as much as it utilizes

same source of values with the Evangelists, and therefore should utilize approaches that

enable the learner to think and process values (Itolondo, 2012). Indeed its primary role is

premised on ability to inculcate values and skills in the learner. The methods used by

teachers should remarkably be different in essence from the method that an Evangelist may

use. However, most of the empirical studies in CRE done in Kenya only emphasized on

evangelical aspects of Christian Religious Education in Kenyan schools but not how

8
 effective the subject is in instilling the virtue of respect among the learners. The present

study sought to establish the effectiveness methods of teaching CRE in instilling the virtue

of respect among the students in Rachuonyo North Sub County.

1.2 Statement of the Problem

Respect is an important virtue as it makes one a better citizen who is able to interact well with

oneself and other members of society. Respect is taught in secondary schools through C.R.E.

C.R.E is supposed to equip learners with life skills and inculcate in them respect to

effectively contribute towards the well-being of society. Teachers are the implementers of

value education curriculum and their teaching strategies towards value education objectives

affect the learner instillation of virtues. Most secondary school students in Rachuonyo North

Sub County and Kenya in general are disrespectful as evidenced by their unbecoming

behaviour towards themselves, colleagues, teachers and society.

Data from the Homabay County Director of Education, 2018 revealed that in the year 2016-

2018, there had been an increase in indiscipline cases among the secondary school students as

manifested in various forms such as drug and alcohol abuse, theft, fighting, destruction of

school property, refusal riots and demonstrations and these behavior problems could

culminate into suspension and expulsion. In the last three years, the number of students

suspended or expelled from secondary schools in Rachuonyo North Sub County as compared

to the neighboring sub counties as a result of disrespectful behaviour had been soaring. Table

1.1 shows summarized data on the number of students suspended or expelled from schools

over the last three years across the sub counties in Homabay County.

9
Table. 1.1 : Number of students suspended or expelled from schools over the last three years
across the Homabay County.

Sub Counties 2016 2017 2018

Homa Bay Town Sub-County 41 51 64
Kabondo Kasipul Sub-County 28 37 50
Rachuonyo North Sub-County 138 156 174
Kasipul Sub-County 44 52 63
Mbita Sub-County 56 38 51
Ndhiwa Sub-County 112 124 132
Rangwe Sub-County 65 82 94
Suba Sub-County 91 113 127
Total 575 653 755
Source: (Homa Bay County Director of Education, 2018)

According to Table 1.1, there had been an increase in the number of students who have been

suspended or expelled over the last three years in all the sub counties for various disrespectful

cases. However, by comparing, Rachuonyo North Sub-County registered the highest number

of indiscipline/disrespectful cases in the last three years.

Indiscipline/disrespectful cases in the sub county suggests that exposure to C.R.E has not

achieved its objective of imparting the virtue of respect to learners. While there were many

factors that could be attributed to ineffectiveness or failure of CRE to mould students‟

behaviour and instill respect in them, its teaching methods could also contribute as well, yet

had been largely ignored by many past studies. Therefore, there is inadequate scholarly

material or empirical literature on the effectiveness of teaching methods of CRE in instilling

the virtue of respect among the students. For this reason, there was need for a study like this

one which examined the effectiveness of methods of teaching C.R.E in instilling the virtue of

respect in secondary school students in Rachuonyo North sub-county, Kenya. However, the

researcher acknowledges that learners still undergo education and training on issues of virtue

development and thus evaluation of effectiveness in this regard is limited to present situation.

10
1.3 Purpose of the Study
The purpose of the study was to investigate the effectiveness of the methods of teaching

C.R.E in instilling the virtue of respect in public secondary school students in Rachuonyo

North Sub-County, Kenya.

1.4 Objectives of the Study

The objectives of the study were to:

i. Determine the effectiveness of teacher-centered method of teaching C.R.E in instilling

the virtue of respect in public secondary schools students in Rachuonyo North Sub-

County, Kenya.

ii. Establish the effectiveness of learner-centered method of teaching C.R.E in instilling

the virtue of respect in public secondary schools students in Rachuonyo North Sub-

County, Kenya

iii. Determine the effectiveness of eclectic method of teaching C.R.E in instilling the

virtue of respect in public secondary schools students in Rachuonyo North Sub-

County, Kenya

1.5 Research Questions

The study sought to ask the following questions:

i. How effective is the teacher centered method of teaching C.R.E in instilling the virtue

of respect in public secondary schools students in Rachuonyo North Sub-County,

Kenya?

i. How effective is the learner centered method of teaching C.R.E in instilling the virtue

of respect in public secondary schools students in Rachuonyo North Sub-County,

Kenya?

11
ii. How effective is the eclectic method of teaching C.R.E in instilling the virtue of

respect in public secondary schools students in Rachuonyo North Sub-County,

Kenya?

1.6 Significance of the Study

The study is expected to be of immense benefits due to several reasons which include the

following.

(i) The Christian Religious Education teachers may get insights to improve on their

teaching methods of various elements of respect.

(ii) Kenya Institute of Curriculum Development and other relevant stake holders may

benefit from this study in the sense that it may contribute to the ideas on better teaching

methods in C.R.E curriculum that may help in achieving the objectives of the C.R.E

syllabus.

1.7 Scope of the Study

The study was confined to Rachuonyo North Sub-County, Kenya. It focused on Form Four

C.R.E students in public co-educational day schools. The form four students were believed to

have gone through instillation of value education more as compared to other classes thus are

expected to exhibit the values acquired in their daily lives. Co-educational day schools

provided access to students whose learning environment was assumed to be homogeneous.

The study analyzed the teaching approaches used through the teacher centered, learner

centered and eclectic teaching methods of instilling virtue of respect in the learner using

C.R.E to ascertain the effectiveness the mentioned teaching methods.

12
1.8 Limitations of the Study
The generalizability of this study is limited to only co-educational day secondary schools

since only the public co-educational day secondary schools in Rachuonyo North Sub –

County were involved in the study. The study only concentrated on the virtue of respect in

the society and the teaching methods that instill virtue of respect. It was limited to C.R.E

syllabus content and used elements of qualitative study and this could be subject to other

interpretations.

1.9 Assumptions of the Study

In this study, it was assumed that:

i) All teachers of C.R.E are competent in value education.

ii) All the teaching methods used during the study are the same ones C.R.E teachers

normally use during the C.R.E lessons.

iii) All the co-educational secondary schools selected for the study were homogeneous.

1.10. Conceptual Framework

Conceptual framework is a diagrammatic explanation of the research problem hence an

explanation of the relationship among several factors that have been identified as important to

the study (Ngechu, 2006). The conceptual framework guiding this study was informed by

cognitive theory as proposed by Piaget focuses on the study of how people think, understand,

and know curricular need to be developed that take into account the age and stage of thinking

of the student. Each time a student is taught something he could have discovered for himself,

that student is kept from inventing it and consequently from understanding it completely

(Devris et al, 2002). Students are different hence should be taught using a variety of teaching

methods. The theory emphasize on the individual‟s active construction of understanding.

13
The conceptual framework in Figure 1:1 summarized the features that are related to the study.

Teaching Methods
 Teacher-Centered Method
(Classroom demonstration,
lecturing, assignments and Virtue of Respect
problem based) Respect to:
 Learner-Centered (Role play, - Self
- Colleagues
mental modeling, game based - Teachers
and use of dialogue) - Property
 Eclectic Method (Combination
Dependent Variables
of both teacher and leaner - Learner‟s culture

centered approaches) -Learner‟s family

background

-Learner„s
Independent Variables
characteristics
Intervening Variables

Figure 1.1: Conceptual Framework (Researcher, 2019)

The conceptual framework as shown in Figure 1.1 outlines diagrammatically how variables

of the study were presumed to interact. As illustrated there are two distinct set of study

variables, that is, independent and dependent variables. Independent variables characterize

teaching methods and included teacher-centred method, learner-centred method, and eclectic

method. Instilling the virtue of respect in students was the dependent variable. There is the

intervening variable to the study that the researcher has not concentrated on since the syllabi

stress mainly on the approaches of teaching virtue of respect as indicated in the independent

variable. It was hypothesized that the aforementioned teaching methods influenced instilling

of the virtue of respect in students taking CRE in public secondary schools in Rachuonyo

North Sub-County. It is on this presumption that this study was carried out.

14
This study aimed at assessing the effectiveness of methods of teaching C.R.E in instilling the

virtue of respect in secondary school students. Teacher centered method of teaching enhances

learner‟s skill of the virtue of respect to self and colleagues through feedback seeking and

guidance offered by the teacher. Learner centered method encourages participation of the

learner and adds dynamism to the classroom, which further leads to retention of learned

material. Finally, the eclectic approach, which is a combination of both learner and teacher

centered draws upon multiple theories, styles, or ideas to gain complementary insights into a

subject and thus, allows for holistic transformation of the learner.

15
1.11 Definition of Operational Terms
Christian Religious Education: This refers to a discipline used as a tool for spiritual and

value education within the framework of Christian ethics in

secondary school curriculum

Eclectic method: This refers to a method of teaching that combines various

approaches and methodologies to teach CRE as a discipline,

depending on the aims of the lesson and the abilities of the

learners. Different teaching methods are borrowed and adapted

to suit the requirement of the learners during the CRE lesson.

Effectiveness: This is defined as the capability of teaching methods to

produce a desired result or the ability to produce desired

output, which in this context, instilling the virtue of respect

among the students.

Learner-centered method: In this study, it refers to the methods of teaching that shift the

focus of instruction from the teacher to the student. That is:

Role play, mental modeling, game based and use of dialogue

Respect: This is described as a positive feeling of esteem for a person or

institution, positive behaviors and attitudes that are acceptable

in communities within Rachuonyo North sub-county.

Syllabus: In this study, syllabus refers to the secondary school C.R.E

curriculum as provided by Kenya Institute of Curriculum

Development

Teacher-centered method: This refers to a teaching method comprises the principles and

methods used for instruction to be implemented by the teacher

to achieve desired learning by students. That is: Classroom

16
 demonstration, lecturing, assignments/homework and problem

based

Teaching: In this study, teaching refers to the process of instilling virtue

of respect in the learner by C.R.E teacher by use of teacher

centered, learner centered and eclectic methods of teaching

Teaching Methods These constitute the composition of the principles and methods

used for instruction to be implemented by teachers to achieve

the desired learning by students. That is: teacher centered,

learner centered and eclectic methods of teaching

17
 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction
This chapter presents a review of past empirical studies with regard to various teaching

methods (teacher-centred method, learner-centred method, and eclectic method) and instilling

the virtue of respect.

2.2 Teacher-Centred Method and Instilling the Virtue of Respect

A study was carried out by Lak, Soleimani and Parvaneh (2017) on the effect of teacher

centered method on reading comprehension in Iran. The study aimed at investigating what

affected the teacher-centered method on studying of concepts. A sample of 120 Iranian EFL

(English as Foreign Language) learners were selected. Inferential statistics were used to

analyze the collected data with the aid of the SPSS. The results revealed that teacher-centered

groups were positively related to improvement of Iranian EFL learners‟ reading

comprehension performance. The study concluded that teacher-centered approach did not

improve Iranian EFL learners‟ reading comprehension. However, the study investigated what

affects the teacher-centered methods on studying of concepts, its main focus was on English

as foreign language and therefore its findings cannot be generalised to other subjects.

A study conducted in Indonesia and India by Emaliana (2017) centred on the subject of the

learning approach that promoted learning. The general objective of the study was to

investigate the learning needs of students drawn from the English department by taking into

consideration their attitude towards student-centered approaches and teacher-centered

18
approaches. With the use of questionnaires, data as collected from undergraduate and

postgraduate students. One way ANOVA was used to analyse the data. The findings of this

study illustrated that students‟ learning needs should be an input to syllabus and material

planning and demonstrated the importance of good understanding of students. The study

concluded that both Teacher-centered method and student –centered method should be

implimented. However, this was a case study research which even though is multimodal and

holistic in nature, cannot be generalised due to its singularistic nature beacause its sample

size is too small.

A study on evaluation of teacher-centered and learner-centered methods for instructional

delivery of senior secondary schools financial accounting was carried out in Rivers State by

Ubulom and Ogwunte (2017). The study sought to evaluate the process of the reliability of

teacher-centered and learner-centered approaches in respect of instructional delivery of

financial accounting in secondary schools. Evaluation research design and the process

evaluation component of the Stufflebeam‟s were employed during the study. A sample size of

250 respondents constitute the unit of analysis. The study revealed that teacher-centered

instructional method was ineffective while learner-centered method was found to be effective

in teaching accounting subjects in all secondary schools in Rivers State. The study concluded

that although learner-centered methods had better returns in terms of learning achievement,

teacher-centered approach could not be disposed off altogether. This study however was a

19
longitudonal study which does not give room for new knowledge to be generated apart from

what existed before and due to the researcher being fattigued.

A study carried out by Odundo and Gunga (2013) examined the application of instructional

methods on achievement of learners in Kenya.The main objective of this study was to explain

which approach to teaching would best favor students‟ performance and its effects. Primary

data was collected from a sample of students across the country. Both probability and non-

probability sampling procedures were used to select the sample, that is the students and

teachers who were to be included in the study. The results of the study indicated that teacher-

centered methods were linked to insufficient motivation to students‟ capacities of

innovation,inquiry and scientific thinking,cramming of facts, poor knowledge and retention

of studied work and high dependancy rate among graduates. It was concluded that learning

achievement was influenced by the teacher-centered instructional methods which included

dictation,lectures and notes. However, this study was primarily a quantitative research. Even

though it could establish the causal effect, the study could not describe peoples opinions and

views or situations in their natural setting. Secondly, though the study looked at the teacher-

centered teaching methods, it failed to address the same in the context of instilling the virtue

of respect to public secondary school students.

Another study conducted by Atancha (2012) in Manga Division analyzed the effectiveness of

teaching methods on students understanding of concepts. The purpose of the study was to

examine the selection of teaching methods and acquisition of skills. Descriptive survey

20
design was adopted. Stratified random sampling technique was used in drawing a sample of

10 teachers from the study population. Data collection tools used included questionnaires and

interviews. The findings indicated that many teachers had not embraced child-centered

methods of teaching because they did not attend workshops and seminars due to late

disbursement of free secondary school funds and lack of effective communication to teachers

in case of new courses. However, the study revealed that many teachers had not embraced

child-centered methods of teaching because they did not attend workshops and seminars due

to late disbursement of free secondary school funds and lack of effective communication to

teachers in case of new courses. The major shortcoming of this study was that it address

learner-centered teaching method in stead of the teacher-centered methods of learning.

2.3 Learner-Centred Method and Instilling the Virtue of Respect

A study on views of teachers to student-centred learning approach was carried out by Seng'

(2014) in Canada. The study sought to investigate what teachers had to say about the student-

centred method of learning. The study explored on the individual in-depth inteviews to get

the teachers view. The findings of the study provided evidence that the approach made

students to get actively engaged in the learning process, be aware of their own responsibilities

and autonomy in learning. The study concluded that the use of the learner-centred method

contributed to active engagement of students in learning and enhancing students‟

responsibility. However, the study was mainly ex-post facto. As a result, it could not establish

issues as they are happening or as was about to occur.

A study was done by Lak, Soleimani, and Parvaneh (2017) to compare the results of learner-

centredness and teacher-centredness methods of learning among the Iranian learners. Inorder

21
to carry out the study, samples of learners were taken and data was analysed using SPSS. The

results illustrated that learner-centred approach had positive results on enhancement of

Iranian learners‟ reading comprehensiom performance. Therefore, it was concluded that

student-centred method was more effective compared to teacher-centred method.

A study to determine whether learner-centered approach improved high school learners‟

understanding of the topic on acids and bases was conducted by Mutilifa and Kapenda (2017)

in Namibia. The objective of the study was to prove the effectiveness of student-centered

approach. With a sample of learners, quasi experimental design was used to collect pertinent

data. Descriptive statistics were used to analyse the quantitave data from the test scores. The

study results indicated that using the learner-centred measures attracted learners‟ interests in

learning and understanding acids and bases. The study conluded that student-centred method

improved undrestanding of learners.

A study conducted in Kilimanjaro, Tanzania by Salema (2015) assessed the attitude of

teachers and students towards learner-centered pedagogy in secondary schools. The study

focused at exploring the thoughts of teachers and students on the implementation and

application of the student-centered method in both private and public secondary schools in

the area. Samples of teachers and students were taken. The study used questionnaires,

interviews and observations to collect requisite data. The results of the study showed that

students and teachers alike had a positive attitude towards the aforesaid implementation.

Nonetheless, teachers in public schools had a lower attitude toward the implementation as

compared to the private school teachers. The study concluded and recommended that all the

stakeholders in the education sector had a role to play for the implementation to be

successful. The foregoing could have been realized through provision of adequate resources,

training of teachers and motivating both the students and the teachers with regard to

22
application of learner-centered approach. The study was however sponsored by the Religious

organization thus it only collected data from the schools that are affiliated to the religious

organizations. This leaves a chasm of what goes on in the non-religious sponsored schools.

Further, it makes the generalisation of the study to be weak.

A study conducted by Mwangi (2014) in Kinangop Sub-County, Kenya examined the

influence of learner-centered strategies on performance of students in Biology in the Kenya

Certificate of Secondary Education. This study purposed to examine the subject‟s

performance in the final examination with the aim of assessing the extent to which the

attitude of teachers towards learner-centered approach influenced students‟ performance in

Biology. Descriptive survey design was adopted. The study targeted Biology teachers and

students who were in their final year of study in public schools. Samples were taken and data

analysis involved qualitative and quantitave tecniques. According to the study findings, it was

revealed that teachers had a positive attitude towards learner-centered approach. The study,

therefore, concluded that learner-centered strategies had positively influenced students‟

performance in Biology in KCSE. The foregoing study, however, did not link learner-

centered methods with instilling the virtue of respect in public secondary schools.

A study carried out by Makewa and Metto (2014) investigated whether learner-centered

teaching method could work in Kenyan public schools or not. The study sought to find out if

learner-centered strategy could be effective in public primary schools. A review of past

literature with regard to learner-centredness method was carried out. The study revealed that

many teachers continued to use the teacher-centered method regardless of the benefits the

learner-centered method had hitherto accrued. In addition, teachers failed to use this method

due to high population of students, insufficient teachers and scarcity in learning materials.

The study recommended that the government should ensure learner-centered method is used

23
by employing qualified teachers and also planning and implimenting teachers training on the

learner-centered method. Even though the study revealed that many teachers continued to use

the teacher-centered method regardless of the benefits the learner-centered method had

hitherto accrued, it however failed to address the theme virtue of respect installation in public

secondary school students.

2.4 Eclectic Method and Instilling the Virtue of Respect

In India, a study conducted by Varghese (2018) assessed the effectiveness of eclectic method

in learning chemistry among students. One of the objectives of the study was to determine

the impact of eclectic method of learning chemistry. The study employed experimental

method. The study sample comprised of 120 students from four secondary schools. The study

found out that the eclectic method for teaching and learning chemistry was more effective

than the conventional method. The study also noted that the eclectic method helped in

improving the performance of students in chemistry.

Another study conducted by Al-Jarrah, Alkhanous, Talafhah, Al-Jarrah, Mansor and Al-

Jarrah (2019) investigated the eclectic approach as a therapy for teaching English as a foreign

language to the Arab students. The aim of the study was to examine the eclectic method of

teaching English as a foreign language to Arab students in the country. The study adopted the

experimental research method which involved both the qualitative and quantitative data. The

study sample comprised of 61 students in seventh grade. The study established that the

eclectic method enabled the teachers to use the modern teaching aids such as audio-visual

aids. The study therefore concluded that the eclectic teaching method was effective for

language teaching and learning.

A study conducted by Olugbenga and Olusegun (2010) evaluated the effects of tri-polar

eclectic teaching approach on students‟ academic performance in social studies in Nigeria.

24
The main goal of the study was to determine the impact of tri-polar eclectic teaching method

on the performance of students in social studies. The study employed the experimental

research method. The sample population comprised of 50 students of Adeyemi secondary

school. Two groups of 25 students were taught the same content within six weeks using

conventional and tri-polar eclectic approach. The results of the study showed that the students

taught using tri-polar eclectic approach performed better than students taught using

conventional method.

An empirical examination conducted by Mwanza (2016) analyzed eclecticism in the teaching

of English grammar in selected secondary schools in Zambia. The main objective of the study

was to establish how teachers understood and applied eclecticism in teaching English

language. The study used both quantitative and qualitative research methods. Questionnaires,

classroom observations, interviews and document analysis were used to obtain data. The

sample population comprised of 90 teachers and 18 lecturers who were selected by use of

purposive sampling technique. The findings of the study were that there was poor application

of the eclectic teaching method and that some teachers did not have any understanding of

what it entails. The study further established that there was challenges that faced those

teachers who used the method in teaching which included limited time, lack of teaching

materials and poor or low proficiency in English among learners.

An empirical investigation on the role of eclectic teaching method in learning and teaching

English in public primary schools was conducted by Kattam, Chebet and Kipkemboi (2016)

in Kenya. The study sought to establish the use of eclectic method in enhancing teaching and

learning in public primary schools in Eldoret East Sub-County. The study used stratified

random sampling to select 31 schools, simple random sampling to select English teachers in

secondary schools and purposive sampling to select key resource teachers from the selected

25
schools. Data were collected using classroom observations and interviews. The findings of

the study acknowledged that eclectic teaching method made teaching innovative and

enjoyable and enhanced the achievement of learning objectives. The study also indicated that

eclectic method makes teaching English practical and facilitates retention in learners. The

two studies which were conducted by Mwanza (2016) and Kattam, Chebet and Kipkemboi

(2016) conducted a study on the role of eclectic teaching method in learning and teaching

English in public primary schools. The study acknowledged that eclectic teaching method

made teaching innovative and enjoyable and enhanced the achievement of learning

objectives. Nevertheless, the study was conducted in public primary schools.

A study conducted by Masibo, Napwora, Jesse and Barasa (2017) assessed the perceptions of

English language teachers and learners about an effective English language teacher in

Kenyan secondary schools. The study examined the perceptions of teachers and learners of

English about an effective English teacher. The study employed a qualitative research

approach. Stratified, simple random and purposive sampling techniques were used to obtain

the sample. Data were collected using in depth interview and focus group discussion from

learners and teachers. The results of the study revealed that the teachers perceived that for

learning and teaching to be effective teachers should adopt the reflective and collaborative

approaches and be eclectic in the use of teaching methods. Even though the study assessed

the perceptions of English language teachers and learners about an effective English language

teacher, it was noted that the teachers perceived that for learning and teaching to be effective

teachers should adopt the reflective and collaborative approaches and be eclectic in the use of

teaching methods. The study did not clearly and comprehensively address the theme of

eclectic method in specifically Kenyan public secondary schools

26
2.5 Instilling the Virtue of Respect in Students
A study conducted by Gholani and Tirri (2012) examined the perceived dimensions of caring

teaching. The purpose of the study was to describe the basic components of teachers‟

perceived caring practice in order to gain insight on the moral aspect of aspect of teaching.

The study used a qualitative research approach. The sample population comprised of 556

teachers. The study findings identified nurturing of students character and respectfulness as

dimensions of caring teaching.

An empirical examination conducted by Sun and Shek (2012) evaluated the students

classroom misbehavior and teachers perception in Hong Kong. The study sought out to

identify the most common disruptive and unacceptable student problem behaviors from the

teacher‟s perspective. The study obtained data by conducting 12 individual interviews with

teachers from three schools. The study revealed that the most unacceptable problem behavior

among students was disrespecting teachers in terms of disobedience and rudeness. The study

also noted that teacher‟s expect respect, obedience, order and discipline in the classroom.

In Cameroon, an examination conducted by Ngwokabueni (2015) assessed the types, causes

and possible solutions of student‟s indiscipline in secondary schools in the country. The

purpose of the study was to examine the common forms, the causes and possible ways to curb

indiscipline in schools. Descriptive survey research design was utilized for the study.

Stratified and simple random sampling techniques were used for the study. Descriptive

statistics and analysis of variance were used in data analyses. The study found out that the

students were disobedient to their teachers and had unacceptable habits. The study also

revealed that the school should include moral leadership, moral education and behavior

accountability in order to curb indiscipline.

27
A study conducted by Onyinye and Tyough (2018) investigated the influence of students

disciplinary problems on the management of secondary schools in Nigeria. The study was

delimited to Kwande local Government area of Benue State. The study sought to examine the

impact of student‟s disciplinary problems on secondary schools management in the area. The

study adopted descriptive survey research design with a sample population of 300 teachers.

Structured questionnaires were used to collect data. Descriptive and inferential statistics were

used in data analyses. The results of the study established that student‟s cult activities and

truancy had an effect on the management of secondary schools in Benue State.

A study conducted by Oyieyo (2012) analyzed the influence of guidance and counseling on

students discipline in public secondary schools in Kabondo Division in Kenya. The aim of

the study was to determine how guidance and counselling affected students discipline in the

region. The study employed descriptive survey research design. The study sample comprised

of 20 secondary school principals, 20 teacher counsellors and 144 form four students. Data

were analyzed using descriptive statistics. The study findings showed that guidance and

counselling services had enhanced discipline among students which has in turn led to better

academic achievement. Against this backdrop however, the study did not address the link the

methods used to teach CRE to installation of the virtue of respect in students.

Another study conducted in Kenya by Ekombe (2010) assessed the methods used to enhance

students discipline in public secondary schools in Kamukunji division. The objective of the

study was to determine the discipline of students and the effectiveness of methods used to

enhance students discipline in public secondary schools. Stratified random sampling was used

for the study and data were collected using self-constructed questionnaires. The results of the

study indicated that the types of indiscipline that existed in schools include truancy, drug

abuse, foul language, sneaking and stealing. The study also identified guidance and

28
counselling as an effective method that is used to enhance discipline in public secondary

schools in the division. Against this backdrop however, the studies did not address the

methods used to teach CRE to installation of the virtue of respect in students.

29
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction
This chapter deals with the research methodology, design, locale of the study, target

population, sample and sampling procedures, instruments and instrumentation, validity and

reliability of instruments, data collection procedures, data analysis techniques, and

presentation.

3.2 Research Design

The study adopted a descriptive survey design. Nkpa (1997) affirms that descriptive survey

is a research procedure, which involves depicting a situation as it exists in detail. The

investigation is normally conducted within a cross section of the society. Descriptive survey

design is appropriate for this study in that it allows use of various methods of data collection

like questionnaire and interview methods (Owen, 2002). Cohen and Manion (2006) state that

a combination of methods compensates for inadequacies that other research tool might have,

thus the study used a number of data collection methods. The descriptive survey design

according to Kothari (2004) fitted well with the intention of this study, which sought to

investigate the effectiveness of methods of teaching C.R.E in instilling the virtue of respect in

secondary schools students in Rachuonyo North sub-county, Kenya and give the description

of the situation as it is.

3.3 Location of the Study

The study was carried out in Rachuonyo North Sub-County. The Sub-County is found in

Homa-Bay County in the republic of Kenya. It borders Sub-Counties such as Rachuonyo

South to the South, Nyakach to the East, and Homa-Bay to the west. It also boarders Lake

Victoria to the Northern side. It lies between latitude 0 26‟24‟‟ South and longitude 34‟ 44‟‟

and 20‟ 04‟‟ East. It has an elevation of 1,399 meters (4,590 feet).

30
The Sub-County covers a total area of approximately 412.50 square kilometers and has two

administrative units, namely East Karachuonyo and West Karachuonyo (ROK, 2009). The

major economic activity in the area is fishing along the lake region, farming and trade

(Appendix IV). The remaining lot is employed in the formal sector as civil servants and also

in the Non-Government organizations. The overall population of the sub-county is 162,045

people.

The poverty index is 51%. This is a clear indication that more than half of the population is in

some state of poverty. Even though this is not the focus of this study, it is good to note that

the report released by the National Aids Control Council (2014) shows Homa-Bay County

with high prevalence of the virus. It is leading with highest number of people living with HIV

and AIDS at 12,000 people out 88,000 people in the whole county representing 14% (ROK,

2012). This happens against a backdrop of strong religiosity manifested within the area

occupants whom majority are Christians whose children attend Christian sponsored schools

and some of learn C.R.E in schools. Going by descriptions herein, there exists need to

establish why the school going age seems not to be having the intended virtues articulated in

the CRE school curriculum.

3.4 Target Population

The study targeted 50 C.R.E teachers in 50 public secondary schools and 1,615 form four

secondary school C.R.E students within Rachuonyo North Sub-County. C.R.E teachers were

targeted because they are the implementers of C.R.E curriculum in secondary schools. The

Form Four students were selected to participate in this study because it is in this level of

learning in the 8-4-4 system of education that the topics of social ethics and behavior are

taught, and it is at this stage of psychosocial development that making moral decision is

challenging. This was so because Kathuri and Pals (1993) and Kothari (2004) states that

31
when a researcher is interested in a certain or specified information, only respondents with

such characteristics should be selected.

3.5 Sample and Sampling Procedure

In determining the sample size, Krathwohl (1997) and Creswell (2003) suggest that a 30%

sample of the total population will be more representative. Rachuonyo North sub-county is

divided into two major divisions; that is East Rachuonyo and West Rachuonyo. The study

used stratified sampling technique to sample co-educational schools and simple random

sampling technique to sample 15 C.R.E teachers who were used in the study as suggested by

Krathwohl (1997) and Creswell (2003). As such seven out of 22 C.R.E teachers in East

Karachuonyo and eight out of 28 C.R.E teachers in West Karachuonyo were selected for the

study using simple random sampling, bringing the total number of C.R.E teachers selected for

the study to 15 out of 50 within the sub-county. Besides, 212 out of 705 form four C.R.E

students from East Rachuonyo and 273 out of 910 form four C.R.E students from West

Rachuonyo were selected for the study using simple random sampling, bringing the total

number of C.R.E students selected for the study to 485 out of 1,615 within the sub-county.

This was so because Kathuri and Pals (1993) and Kothari (2004) state that when a researcher

is interested in certain or specific information, only respondents with such characteristics

should be selected.

The population sample is as shown in Table 3.6.

Table 3.1: Study Population and Sample Size

Category of Respondents Population Sample Percentage (%)

CRE Teachers 50 15 30

Form Four 1,615 485 30

CRE Students

Source: QASO’S Office Rachuonyo North Sub-County (2019)

32
3.6 Instruments and Instrumentation
The following instruments were used in this study; interview schedule for CRE teachers and

questionnaire for CRE students.

3.6.1 Interview Schedule for Teachers

This instrument required C.R.E teachers to state the respect levels of their learners and factors

affecting the instilling of virtue of respect. It sought to determine how C.R.E teachers develop

the valuing skills in the learner. The instrument sought to establish how C.R.E teachers use

both teacher and learner centered methods to articulate skills that develop in the learner the

virtue of respect for the rich and varied Kenyan cultures by putting the study objectives into

focus (Kerlinger, 2003). This interview guide was constructed in form of questions and the

items were put in sequence to allow orderliness in providing and recording information as

suggested by Kothari (2004). (See appendix II). The unstructured interview was preferred

because Nkpa, (1997) states that it is flexible and allows the researcher to gather more

information on the study. The interview schedule for teachers was therefore administered in

order to confirm the consistency of what the teacher said with his/her practical content

delivery observed by the researcher while teaching in a C.R.E classroom.

3.6.2 Questionnaire for CRE students

Questionnaire was administered to collect quantitative data. The questionnaires were

structured in five Likert scale to measure the effectiveness of teaching methods in instilling

the virtue of respect to students. The Likert scale ranges from Very Effective (VE), Effective

(E), Moderately Effective (ME), Least Effective (LE) and Not Effective (NE). The results

were interpreted as per the Cronbach‟s Alpha whereby the following interpretations were

applied.

33
Table 3.2: Cronbach‟s Alpha Measures

Cronbach’s alpha Level of Effectiveness

α ≥ 0.9 Very effective

0.8 ≤ α < 0.9 Effective

0.7 ≤ α < 0.8 Moderately effective

0.6 ≤ α < 0.7 Least effective

0.5 ≤ α < 0.6 Not effective

Source: Gliem and Gliem (2003)

It helped in finding out more about learning activities they get to be involved during C.R.E

lesson. In order to overcome problems with answering and analyzing the questionnaire had

close ended questions (Hawkes and Rowe, 2008). Mugenda and Mugenda (2003) affirm that

close ended questions are appropriate since each item will be followed by an alternative

answer. The questionnaire consisted of structured and unstructured questions. The structured

questions provided a predetermined alternative for the respondents to select appropriate

alternative, for instance whether the respondent is a male or a female. Unstructured

questionnaires allowed the respondents to freely give their opinions to certain questionnaire

items (Nkpa, 1997). The questionnaire for students was administered to students to clearly

prove whether the leaner is active in classroom, aware of the values enhanced in them by the

C.R.E teacher and finally whether there is impact of enhanced values in their lives.

3.7 Validity and Reliability of the Instruments

3.7.1 Validity of the Instruments

Validity is the degree to which results obtained from the analysis of data actually represents

the phenomenon under study (Mugenda & Mugenda, 2003). For a data collection instrument

to be considered valid, the content selected and included must be relevant to the need or gap

established (Kothari 2004). Before the actual study, the instruments developed were pre-

34
tested. The face validity of observation rating scale was determined through seeking advice

from the supervisors within the school of Education who evaluated and critiqued the

instrument with a view to determining its soundness in collecting data for the study.

3.7.2 Reliability of the Instruments

The researcher administered a pilot study on 44 CRE students, 22 from each of the two

divisions of the sub-county and two teachers for CRE of which one teacher is from each of

the two divisions of the sub-county. This sample was selected outside the sampled population

for the study within the sub-county to establish reliability of the tools. A test-retest was

administered to same individual twice within a span of two weeks to see whether the same

score could be realized over a given time period in order to ascertain the reliability of the

instrument as proposed by Mugenda and Mugenda (1999). Cronbach‟s coefficient alpha with

a reliability coefficient of not less than 0.7 was used as a criterion for establishing the

reliability of the instrument. Reliability coefficients were estimated using the SPSS computer

package. The reliability of the questionnaire were 0.74. The instruments were deemed

reliable since their coefficients were above the recommended 0.7 threshold (Fraenkel and

Wallen, 2000).

3.8 Data Collection Procedure

The researcher obtained authorization letter (see appendix v) from Maseno University, school

of graduate studies and Rachuonyo North sub-county director of education, to collect data.

Appropriate time was allocated to meet with the respondents and share with them about the

importance of the study. The instruments were administered to the respondents by the

researcher. Kothari (2004) states that self-administration of instruments helps in overcoming

the possibility of respondents discussing among themselves the correct answers to write. It

also ensures that the data received by the researcher is first hand. Questionnaires were

35
individually given to 485 students who responded on the spot and handed them back to the

researcher. The researcher sat with each of the 15 C.R.E teachers and conducted the

interviews using the interview schedule (see appendix II)

3.9 Data Analysis and Presentation

Data that was generated by this study were both qualitative and quantitative. Descriptive and

inferential statistics was therefore used in the data analysis in this study. Quantitative data

was analyzed using descriptive statistics, like frequencies and percentages. To investigate the

relationship between the variables, both regression and correlation analysis was used. For

correlation analysis, Pearson correlation test was used test the strength of association or

correlation between the variables i.e how teaching methods (teacher centered, student

centered and Eclectic/various approaches) correlate with instilling the virtue of respect.

Linear regression analysis was also used to assess the associations between the variables and

the findings summarized in models and coefficient tables. The general equation for the linear

regression was;

Where ; Yi= Instilling the Virtue of Respect

βo= Constant Term

βi= Coefficient of the independent variable either X1, X2 or X3

Xi= Independent Variable

Qualitative data obtained from the interviews with the CRE teacher, was analyzed

thematically by arranging responses according to the research questions and objectives. The

results from quantitative data were analyzed and presented using frequency distribution

tables. The data analysis was done with the aid of computer software-statistical package for

36
social sciences (SPSS) version 22.0. In order to make reliable references from the data, the

statistical tests was subjected to tests of significance level of 0.05 (Orodho, 2005).

3.10 Ethical Considerations

The researcher was guided in the research by adhering to the procedures in research design

during data collection and analysis so that the chance for misleading results is minimized and

to ensure that the sole aim of contributing to the development of systematic and verifiable

knowledge in research is maintained. The researcher was obliged to ensure that the research

participant‟s rights and welfare were not violated before, during and after conducting the

research. The researcher urged participants to provide honest, valid and reliable information.

To enhance informed consent, participants were thoroughly briefed beforehand on the

research problem, the need for a scientific research on the problem, the reasons for the area of

study and the benefits of the study. Their rights and risks or dangers associated with their

participation were clarified and their voluntary involvement in the research was fully

guaranteed. The principle of beneficence was observed and the researcher treated the

information obtained with confidentiality so as to minimise the possible harm to the

participants. Great care was taken to avoid identification of real participants in the study

against their derived information.

The researcher was cautious on the questions posed to SCQASO whose identity could not be

concealed since he/she is the only Quality Assurance and Standards officer in the sub county

by asking purely policy oriented and not personal questions. The raw data from the field were

kept under lock and key where only the investigator could access. The processed data were

kept in computer encrypted by password accessible to only the principal investigator.

37
 CHAPTER FOUR

ANALYSIS, PRESENTATION AND DISCUSSION OF FINDINGS

4.1 Introduction
This chapter covers the results emanating from the analysis of the data collected from a

survey of students and interviews of teachers in public secondary schools in Rachuonyo

North Sub-County in the greater Homa Bay County. The first part outlines the response rate.

This is followed by the results of descriptive and inferential statistics respectively. The latter

results were in conformity to objectives of the study which sought to link teaching methods

(teacher-centred, learner-centred, and eclectic methods) to instilling the virtue of respect in

students of the aforesaid schools. Quantitative data collected through student surveys

(questionnaires) were analyzed using both descriptive and inferential statistics and with the

aid of the Statistical Package for Social Sciences (SPSS) programme. The results to this

effect were presented in tabular form where measures of distribution (frequencies and

percentages), measures of central tendencies (means), and measures of dispersion or variation

(standard deviations) constituted the descriptive statistics. Pearson‟s Product Moment

Correlation Coefficient and multivariate regression encompassed inferential statistics.

Qualitative data were analyzed using thematic content and was presented in narrative form.

Triangulation was employed to harmonize the results of quantitative and qualitative data

analyses.

4.2 Response Rate

Response rate is described as the proportion of participants who actually takes part in a study

vis-à-vis the total number of projected participants. In survey studies, a response rate of

75.0% is considered adequate and thus acceptable (Nulty, 2008). This study projected to have

a total of 485 students undertaking CRE in their respective schools and 15 teachers of CRE.

38
As illustrated in Table 4.1, 444 students duly filled the questionnaires and returned them for

analysis while all the 15 teachers participated in the study. The foregoing resulted in 91.55%

and 100.0% response rate for students and teachers respectively. The response rates were

deemed acceptable.

Table 4.1: Response Rate

Respondents Unit of Observation Total Participants Response Rate

CRE Teachers 15 15 100.00
Students 485 444 91.55

Source: Researcher’s Data (2019)

The high response return rate was attributed to conducting the surveys and interviews with

the respondents by the researcher in person. The objectives of the study and importance of

participating in the study were clarified to the respondents hence their enhanced willingness

to take part. According to Saunders (2003), a response return rate of at least 50% is

acceptable in social science research. Therefore, the present study surpassed the minimum

threshold.

4.3 Demographic Information of Students and Teachers

The various attributes which were definitive of students and teachers participating in the

study were put into perspective. The results to this effect are presented and discussed

hereafter.

4.3.1 Demographic Information of the Students

The gender and the age of students who participated in the study were analyzed. The form

four students took part in the study. These students were crucial to this study given that they

were the primary customers in the study. Moreover, it is in this level of learning in the 8-4-4

system of education that the topics of social ethics and behaviour are taught, and it is at this

stage of psychosocial development that making moral decision is challenging. In addition,

39
they have interacted with most of the value education through C.R.E than any other class in

secondary school. They are in a position to tell the success and problems they are

encountering that influence their discipline behavior and respect in public secondary schools,

what they need, what they miss and the real situation during the teaching of CRE. This

makes them more instrumental in providing quantitative information on the effectiveness of

teaching methods of CRE in instilling virtue of respect and good behavior among the students

in public primary schools. The results of demographic characteristics of the students are

presented in Table 4.2.

Table 4.2: Distribution of Students by Demographic Characteristics

Gender Frequency Percentage

Male 232 52.3
Female 212 47.7
Total 444 100.0

Age of the Student in Years

Less than 17 54 12.2
17-21 322 72.5
More than 21 68 15.3
Total 444 100

Source: Researcher’s Data (2019)

It was imperative to investigate gender of the students to establish how students‟ behavior

related with gender and also to establish gender parity in education, whose information will

be significance to the government for policy decision making. The study found that more

than half of the students (52.3%) were male while the rest (47.7%) were female. The results

showed that gender parity in education was almost being achieved as the ratio of boys to girls

was close to balancing out.

The study found that majority of the respondents at 72.5% were between the age of 17-21

while less than 17 years, were only represented by 12.2%. According to MoE (2013) on

40
National Education Policy Framework, the age at which students are expected to commence

secondary education in Kenya is 15 years and are expected to be in form four at the age of 18

years. The researcher also sought to establish the age of students in order to establish whether

the age of the students would also influence their behaviour and character especially in

reference to instilling the virtue of respect in students.

4.3.2: Demographic Information of the Teachers

The CRE teachers were also involved in the study because they had good knowledge on

effectiveness of teaching methods they employed with regard to instilling the virtue of

respect in students in public secondary school. The demographic characteristic of the teachers

are as shown in Table 4.3.

Table 4.3: Distribution of Teachers by Demographic Characteristics

Gender Frequency Percentage
Male 9 60
Female 6 40
Total 15 100

Highest Educational Qualifications

Masters/PhD 5 33.3
Bachelors 10 66.7
Total 15 100.0

Teaching Experience
Less than 5 years 3 20
5-10years 5 33.3
10 and above years 7 46.7
Total 15 100

Source: Researcher’s Data (2019)

The study found that out of the 15 CRE teachers that took part in the study, the number of

male teachers and that of female teachers were almost equal. Male teachers were 60%, while

female teachers were 40%. This shows that there was gender balance in teaching profession,

thanks to many affirmative action programs empowering female gender. In terms of

41
education, more than two thirds had BED education, while 33.3% had Masters/PhD. The

study also established that most of the teacher counselors at 46.7% had taken more than 10

years in teaching profession, 33.3% indicated 5-10 years, while 20.0% indicated less than 5

years. This shows that most of the teachers had enough experiences on effectiveness of

teaching methods on instilling behavior among the CRE students in public secondary school.

4.4 Descriptive Results, Interpretations and Discussion

The study analyzed the views of a sample of students enrolled with public secondary schools

in Rachuonyo North Sub-County with regard to various teaching methods and virtue of

respect. The methods examined were teacher-centred, learner or student-centred, and eclectic

methods or approaches. The objective was to establish how these methods influenced

instilling the virtue of respect in the aforementioned students.

The data collected to this effect were on a 5-point Likert scale where;

1 = Strongly Disagree (SD), 2 = Disagree (D), 3 = Neither Agree nor Disagree (NAND), 4 =
Agree (A) and 5 = Strongly Agree (SA).

The descriptive statistics used here were measures of distribution represented by percentages,

measures of central tendencies represented by means, and measures of variation or dispersion

represent by standard deviations.

4.4.1 Teacher-Centered Method and Instilling the Virtue of Respect

The first study objective sought to determine the effectiveness of teacher-centered method of

teaching C.R.E in instilling the virtue of respect in students attending public secondary

schools in Rachuonyo North Sub-County.

The data obtained was analyzed using descriptive statistic. The results to this effect are

presented in Table 4.4.

42
Table 4.4: Descriptive Statistics for Teacher-Centered Method

1 2 3 4 5
SA A NAND D SD Std.
n (%) (%) (%) (%) (%) Mean Dev.
Teacher‟s use of assignment and homework 444 21.6 67.6 5.4 2.7 2.7 4.19 .456
approach in teaching CRE enhance the
acquisition of virtue of respect.
Teacher's strategic use lecture/teacher talk 444 24.3 66.2 4.1 4.1 1.4 4.08 .750
approach in teaching CRE enhances the
acquisition of virtue of respect.
Teacher's strategic use of classroom approach in 444 20.3 70.3 4.1 4.1 1.4 4.04 .726
teaching CRE is content based hence enhance the
acquisition of virtue of respect that comes with
understanding the subject.
Teachers strategic use of problem based approach 444 21.6 67.6 5.4 2.7 2.7 4.03 .789
in teaching CRE enhance the acquisition of virtue
of respect.

Source: Researcher’s Data (2019)

The results shown in Table 4.4 indicated that most of the surveyed students (89.2%) held the

opinion that the use by teachers of assignment and homework approach in teaching CRE

enhanced the acquisition of virtue of respect. Majority of the students were further found to

admit (90.5%) that teachers‟ strategic use of lecture or talk approach in teaching CRE

enhanced the acquisition of virtue of respect. It was also noted that, the respondents were in

concurrence (90.6%) that teacher‟s strategic use of classroom approach in teaching CRE was

content-based thus making it to be very effective in enhancing the acquisition of virtue of

respect that comes with understanding the subject. On the same perspective, there was

admission by most of the students (89.2%) that teachers‟ strategic use of problem-based

approach in teaching CRE enhanced the acquisition of virtue of respect. It is important to

43
note that, with regard to the foregoing propositions on teacher-centred methods, the surveyed

students were, generally, in agreement (mean ≈ 4.00), that their views regarding these

propositions were largely similar (std dev < 1.000).

These findings were in agreement with observations made in a previous study conducted by

Bergmann and Sams, (2012) who also found that assignments and homework help learners in

mastering procedural Knowledge processes so that the procedure occurs rapidly and with

little conscious effort. Such allows learners not to commit substantial memory to the process.

Moreover, it frees up cognitive capacity for higher level activity that is, reconstructing and

making meaning of knowledge that is more complex.

During the interview with the teachers of CRE, it was found that teacher-centered approach

promote discipline among the students and good behavior because the teachers are in control

of the class teaching and watching over the students. For instance, here is what one of the

teachers had to say;

“Teacher centeredness approach occurs in a situation that the teacher plays the main
role in the process of learning and teaching. Accordingly, teacher-centered approach
is a teaching style in which instruction is closely managed and controlled by the
authority of the classroom (i.e., the teacher), where CRE students often respond in
agreement to teacher questions, and where whole-class instruction is preferred to
other methods” (Interview, CRE teacher, 13, 06/01/2019).
This kind of method has the teacher as the primary communicator of knowledge and the

learners as the end users. Salfano, (2011) also documented that the teacher to directly manage

the pace and sequence of instruction through talking to the learners. The teacher can improve

learners‟ skills using this method through seeking feedback; offering guided lectures; use of

demonstration, and discussions respectively

“Cases and assignments given by teachers to learners are also of great importance as
revealed from the interview that was conducted by the researcher. It emerged from
the findings that such assignments and homework impart into the learners a greater
sense of introspection which further leads to full grasp of the content intended in
learning. Learners take stand on a given concept based on the research carried out

44
 and share freely with the teachers on the topic of inquiry” (Interview, CRE teacher 9,
06/01/19).
The method places the teacher as the head starter in knowledge acquisition and provides

avenues to be explored by the learners as the masters of association.

“Problem based approach of teacher centered is closely related to assignment

technique though not the same. It poses the problem, which requires teachers and
learners to closely examine and provide solutions to. The teacher however, remains at
the center of the entire learning process with the learner being a tuned to becoming a
critical thinker through the use of problem solving techniques at his/her disposal
Interview, CRE teacher,” 11, 06/01/19.
Problem based method according to Salfano (2011) has been widely accepted as the best

method of instilling virtue of respect in learners since by getting to know, the learner gets to

appreciate himself/herself hence, respecting all in their respective capacities.

4.4.2 Learner-Centered Method and Instilling the Virtue of Respect

The study also examined the views of students with regard to student-centred method

employed when teaching CRE, and how such influences the virtue of respect. The views were

on a 5-point Likert scale ranging from strongly disagree to strongly agree. The pertinent

descriptive results are as shown in Table 4.5.

Table 4.5: Descriptive Statistics for Learner-Centered Method

1 2 3 4 5
SA A NS D SD Std.
n (%) (%) (%) (%) (%) Mean Dev
Use of game based approach enhances the 444 16.2 74.3 5.4 2.7 1.4 4.01 .668
acquisition of virtue of respect.
Use of mental modeling approach enhance the 444 18.9 71.6 4.1 2.7 2.7 4.01 .763
acquisition of virtue of respect
Use of student conversation approach enhance the 444 18.9 70.3 4.1 4.1 2.7 3.99 .798
acquisition of virtue of respect
Use of role play approach enhances the acquisition 444 16.2 71.6 5.4 2.7 4.1 3.93 .828
of virtue of respect.

Source: Researcher’s Data (2019)

45
According to the results illustrated in Table 4.5, it is evident that most of the surveyed

students (90.5%) were in agreement that use of game-based approach enhanced the

acquisition of virtue of respect. An equal proportion (90.5%) of the students were in

admission that use of mental modeling approach enhanced the acquisition of virtue of respect.

It was also revealed that, majority of these students (89.2%) concurred that use of student-

conversation approach enhanced the acquisition of virtue of respect. Moreover, it was

established that most of the respondents (87.8%) of the students agreed that use of role play

approach enhanced the aforesaid acquisition of virtue of respect.

“Mental modeling and game based approaches scored high on the interview as
teachers concurred that they are highly effective in instilling the virtue of respect in
learners. Mental modeling being the concept of awakening the minds of the learners
in a repeated manner, makes learners to comprehend the concept of virtue and where
necessary communicate them to others; a concept fully found in game based approach
and works similarly” ( Interview, CRE teacher, 11, 07/01/19).
It is clear, that the students, on average admitted the virtue of respect was positively

influenced by use of game-based approach (mean = 4.01), mental modeling approach (mean

= 4.01), student-conversation approach (mean = 3.99), and role play approach (mean = 3.93).

Moreover, with regard to the foregoing approaches enhancing the virtue of respect, the

surveyed students held largely similar views (std dev < 1.000). The findings of this study

mirrored previous observations made in a study by Horell (2004) that religious education

gravitates around making meaning out of one‟s religious experiences, and that religious

educators have since adopted more objective and empirical skills for teaching approaches and

skills that lead to enhancement of value acquisition.

4.4.3 Eclectic Method and Instilling the Virtue of Respect

Eclectic method is defined as a combination of various learning or teaching approaches

(Floresar, 2008). It is characterized by application of different methods in addressing a

46
particular subject (Kattam, Chebet, & Kipkemboi, 2016), say CRE, where the teacher

communicates with a learner. The opinions of students regarding eclectic method of teaching

in public secondary schools were examined in light of instilling the virtue of respect in

students. The relevant descriptive results are presented in Table 4.6.

Table 4.6: Descriptive Statistics for Eclectic Method

1 2 3 4 5
SA A NAND D SD Std.
n (%) (%) (%) (%) (%) Mean Dev
Use of Eclectic/Various Approaches in Teaching 444 10.8 79.7 5.4 2.7 1.4 3.96 .625
CRE Provide Pupils With Opportunities to
Develop Their Own Skills, Reasoning and Good
Behavior.
Use Of Eclectic/Various Approaches in Teaching 444 12.2 77.0 4.1 2.7 4.1 3.91 .792
CRE Enhance Teacher-Students Relationship and
Respect.
Eclectic/Various Approaches in Teaching CRE 444 12.2 75.7 4.1 4.1 4.1 3.88 .822
Caters for Individual Needs in Understanding the
Subject that is Associated with Molding Student
Behavior.
Use of Eclectic/Various Approaches in Teaching 444 12.2 75.7 4.1 4.1 4.1 3.88 .822
CRE Makes Learners Become Attentive to Tenets
of The Subject that Comes with Molding their
Behavior.

Source: Researcher’s Data (2019)

The study findings (Table 4.6) indicated that most of the students (90.5%) admitted that use

of eclectic or various approaches in teaching CRE provided pupils with opportunities to

develop their own skills, reasoning and good behaviour. On average, respondents agreement

with this proposition (mean = 3.96), and their view regarding the same were to a large extent

similar (std dev = 0.625). Similarly, 89.2% of the surveyed students concurred that the

47
aforementioned teaching method enhanced the relationship and respect between teachers and

students. Generally, the students were in agreement (mean = 3.91) with this statement and

their opinions did not vary significantly (std dev = 0.792).

Majority of the students (87.9%) agreed that this teaching approach catered for individual

needs in understanding CRE subject as it is associated with moulding the behaviour of

students. Besides the respondents generally agreeing with the foregoing (mean = 3.88), the

statement attracted similar views (std dev = 0.822). While only 8.2% of the students disputed

that the use of eclectic approaches in teaching CRE made learners to become attentive to

tenets of the subject that comes with molding their behaviour, majority of them (87.9%) were

in concurrence with the statement. In reference to the aforestated proposition, students were,

on average, in agreement (mean = 3.88) and their views were expectedly similar (std dev =

0.822).

During the interview session with the teachers of CRE, it was established that eclectic

approach teacher‟s understanding of an educational context, for instance, in terms of the

composition of the student population; which enables the teacher to plan, implement and

evaluate the teaching and learning process while transforming the subject matter into a form

that will facilitate student learning. This is what the teacher had to offer,

“Mastery of the content knowledge is vital since it enables the teacher to

confidently and satisfactorily deliver the various concepts as well as plan,
implement and assess its delivery to students. This knowledge is of critical
importance especially for C.R.E teachers since they cover a curriculum that
consists of different aspects and are expected to master it perfectly in order
to impart some information on to the learners in an effective and efficient
manner” (Interview, CRE teacher, 8, 10/01/2019).
Similarly, according to Baumert and Blum, (2008), teachers need this knowledge in order to

enable them to understand and use students‟ existing conceptions and prior knowledge since

they provide valuable insight into the implicit knowledge of the latter. Awareness of typical

48
misconceptions and difficulties that students encounter in the learning process where they are

able to diagnose typical errors as well as being able to provide explanations why certain

techniques can or cannot work should be the teachers‟ great concern

4.4.5 Instilling the Virtue of Respect

The study put into perspective the opinion of a sample of students drawn from public

secondary schools in Rachuonyo North Sub-County regarding instilling the virtue of respect

by their teachers. The views of the students to this effect are presented in Table 4.7.

Table 4.7: Descriptive Statistics for Instilling Virtue of Respect

1 2 3 4 5
SA A NS D SD Std.
n (%) (%) (%) (%) (%) Mean Dev
I Am Well Equipped with Arbitration Skills 444 12.1 78.4 5.4 2.7 1.4 3.97 .637
I Acquire During CRE Lessons.
I Have Good Intermediating Skills Thanks 444 8.1 83.8 5.4 1.4 1.4 3.96 .557
to My CRE Lessons.
I Am Well Equipped with Conflict Analysis 444 9.5 79.7 6.8 1.4 2.7 3.92 .674
Skills I Acquire During CRE Lessons.
I Am Well Equipped with Tolerance Skills 444 10.8 77.0 6.8 2.7 2.7 3.91 .721
that My CRE Lesson Has Taught Me
I Have Acquired Peace Building Skills 444 9.5 75.7 9.5 2.7 2.7 3.86 .724
Thanks to My CRE Lessons.

Source: Researcher’s Data (2019)

According the descriptive results shown in Table 4.7, most of the sampled students (90.5%)

agreed that they were well-equipped with arbitrations skills they acquired during CRE

lessons. In general terms, the respondents were in concurrence with this statement (mean =

3.97) and their views on the same issue were largely similar (std dev = 0.637). Out of the 444

sampled students, 91.9% admitted that they had good intermediary skills which they had

49
acquired from CRE lessons. On average, the students concurred with this statement (mean =

3.96), and their views had minimal variation (std dev = 0.557).

It was further admitted by a majority of the students (89.2%) that they were well-equipped

with conflict analysis skills they acquired during CRE lessons. The results of the mean (3.92)

and standard deviation (0.674) indicated that, on average, they agreed with the statement, and

that their view regarding the same did not vary significantly. According to the results, it was

also established that 87.8% of the sampled students admitted to being well-equipped with

tolerance skills which they obtained from CRE lessons. Expectedly, there was a general

agreement on the same (mean = 3.91). Student views on this proposition were also found to

be largely similar (std dev = 0.721). Lastly, most of the students (85.2%) agreed that they had

acquired peace building skills instilled in them during CRE lesson. Regarding the same issue,

the respondents were generally in agreement (mean = 3.86) and their opinions on the same

subject were to a large extent similar (std dev = 0.724). The findings herein concurred with

the results made by previous studies conducted by Itolondo (2012) and Kamanga (2013),

where it was observed that teaching of Christian Religious Education not only focused on

examinations but more so on moulding the characters of students.

4.5 Inferential Results, Interpretations and Discussion

The study examined the relationship between the various teaching methods and instilling of

the virtue of respect in public secondary school students in Rachuonyo Sub-County.

Moreover, the effect of the aforementioned methods on virtue of respect was analyzed.

4.5.1 Relationship between Teaching Methods and Virtue of Respect

The relationship between the various teaching methods employed by public secondary school

teachers and instilling of the virtue of respect in students. The Pearson‟s Product Moment

50
Correlation Coefficient (PPMCC) was used to determine the aforementioned relationship.

The correlation results are presented in Table 4.8, Table 4.9, and Table 4.10.

Table 4.8: Correlation between Teacher-Centered Methods and Instilling Virtue of Respect
Instilling Virtue of Respect

Teacher Centered Methods Pearson Correlation .876**

Sig. (2-tailed) .000
N 444
**. Correlation is significant at the 0.01 level (2-tailed).

Source: Researcher’s Data (2019)

The results shown in Table 4.10 indicate that there existed a positive, strong and statistically

significant relationship between teacher-centred methods and instilling virtue of respect in

students (r = 0.876; p < 0.05). The results were interpreted to mean that the more the

aforementioned methods were embraced in teaching of CRE in public secondary schools, the

greater the likelihood of enhanced instilling of virtue of respect in students. The results

underlined the importance of teacher-centred methods in ensuring that students in public

secondary schools acquire requisite virtue of respect.

Table 4.9: Correlation between Learner-Centered Method and Instilling Virtue of Respect
Instilling Virtue of Respect
Learner-Centered Method Pearson Correlation .953**
Sig. (2-tailed) .000
N 444
**. Correlation is significant at the 0.01 level (2-tailed).

Source: Researcher’s Data (2019)

It was revealed as shown in Table 4.11 that the relationship between learner-centred method

and instilling virtue of respect in students was positive, strong and statistically significant (r =

0.953; p < 0.05). Interpretatively, as CRE teachers used learner-centred methods, the higher

51
the chances of substantially instilling virtue of respect in public secondary schools in

Rachuonyo Sub-County. The importance of teaching methods focusing on learners or

students is in concurrence to findings of a previous study which indicated that students learn

both morals and issues bordering on immorality through personal practice and through what

they see as opposed to what they hear (Curwin & Mendler, 2008). This justifies the

importance of learner-centred method in teaching CRE to students in public secondary

schools.

Table 4.10: Correlation between Eclectic Method and Instilling Virtue of Respect
Instilling Virtue of Respect
Eclectic Method Pearson Correlation .978**
Sig. (2-tailed) .000
N 444
**. Correlation is significant at the 0.01 level (2-tailed).

Source: Researcher’s Data (2019)

According to the correlation results illustrated in Table 4.12, it was evident that there existed

a positive, strong and statistically significant relationship between eclectic teaching method

and instilling the virtue of respect in public secondary school students (r = 0.978;p < 0.05).

The findings meant that as teachers increased their adoption of eclectic method in teaching

CRE, the greater the likelihood that the virtue of respect was going to be instilled to a greater

extent in public secondary school students in Rachuonyo Sub-County. This teaching method

was further found to be of critical importance with regard to instilling the virtue of respect in

the aforesaid students. The results herein mirror previous observations where it was indicated

that eclectic approach could help in harmonizing conflicting ideologies and blend them

together for more effective delivery of teaching students (Samoore, 2017).

52
4.5.2 Effect of Teaching Methods on Virtue of Respect
Multivariate regression analysis was used to determine the combined effect of teaching

methods on instilling virtue of respect in public secondary school students. The parameters

used to present pertinent results included the general correlation coefficient (R), the

coefficient of determination (R2), the F-statistic, beta coefficients (βn), and t-statistic

respectively. The results to this effect are presented in Tables 4.13 to 4.15.

Table 4.11: Regression Weights for Overall Model

Model R R Square Adjusted R Square Std. Error of the Estimate
a
1 .980 .959 .959 .12245
a. Predictors: (Constant), Teacher Centered Method, Learner-Centered Method,
Eclectic Method

Source: Researcher’s Data (2019)

According to the results indicated in Table 4.13, the general relationship between various

teaching methods (teacher-centred, learner-centred, and eclectic methods) and instilling of

virtue of respect was found to be positive and strong (R = 0.980). The results shown in Table

4.14 revealed that the relationship was statistically significant (p < 0.05). These findings

meant that as the various teaching methods were together embraced, there were higher

chances of improving the level of instilling the virtue of respect in students. It was further

established that, the examined teaching methods explained 95.9% variance in instilling the

virtue of respect in students (R2 = 0.959). The results further reinforced the critically

important role played the mentioned teaching approaches in respect of instilling the virtue of

respect in students enrolled with public secondary schools in Rachuonyo North Sub-County.

53
Table 4.12: Significance Test Results

Model Sum of Squares df Mean Square F Sig.

1 Regression 155.980 3 51.993 3467.663 .000a
Residual 6.597 440 .015
Total 162.577 443
a. Predictors: (Constant), Teacher Centered Method, Learner-Centered Method,
Eclectic Method
b. Dependent Variable: Instilling Virtue of Respect

Source: Researcher’s Data (2019)

The results of F-statistics shown in Table 4.14 were used to test the significance and hence

suitability of the adopted multivariate regression model. The F-statistics results (F3, 440 =

3467.663; p < 0.05) implied that the sample data fitted the model. Therefore, the model was

deemed to be significant and consequently suitable for use in determining the effectiveness of

methods of teaching CRE in instilling the virtue of respect in public secondary school

students in Rachuonyo North Sub-County.

54
Table 4.13: Results of Overall Model

Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) .875 .050 17.645 .000
Teacher-Centered -.116 .039 -.117 -2.979 .003
Methods
Learner-Centered .294 .054 .359 5.450 .000
Methods
Eclectic Approach .602 .032 .736 18.725 .000

a. Dependent Variable: Instilling Virtue of Respect

Source: Researcher’s Data (2019)

The results of the overall model shown in Table 4.15 were used to interpret the adopted

multivariate regression model as illustrated hereunder.

Y= β0 + β1X1+ β2X2+ β3X3 +ε

The above equation was substituted as follows;

Y= 0.875 - 0.116 X1 + 0.294 X2 + 0.602 X3

The regression results were interpreted to mean that a unit change in instilling the virtue of

respect in students (Y) was subject to -0.116 unit change in teacher-centred method (X1),

0.294 unit change in learner-centred method (X2), and 0.602 unit change in eclectic method

(X3), while at the same time, other factors (β 0 = 0.875) which did not constitute this study

were held constant. The findings indicated that amongst all the teaching methods which were

examined, eclectic method was established to be the most critical with regard to instilling the

virtue of respect in public secondary school students in Rachuonyo North Sub-County.

Though also crucial, teacher-centred approach was found to be the least important among the

three teaching methods. The teacher-centred method (t = -2.979; p < 0.05), learner-centred

55
method (t = 5.450; p < 0.05), and eclectic method (t = 18.725; p < 0.05) were found to have

statistically significant effect on instilling the virtue of respect in students. These results

further cemented the importance of various teaching methods in inculcating the necessary

virtue of respect in the aforementioned students.

Conclusively, adoption of various ways of teaching, characteristic of eclectic method, play a

crucial role in improving the level of the virtue of respect instilled in students of the aforesaid

schools. On the other hand, albeit important, embracing teacher-centred methods when

teaching CRE in these schools did not have as much effect as either learner-centred or

eclectic teaching methods on instilling the virtue of respect in public secondary school

students. It is, therefore, recommended that, CRE teachers in public secondary schools and

other related learning institutions ought to put greater emphasis on eclectic teaching methods

in order for them to inculcate the virtue of respect in students more effectively.

The above findings were found to be in agreement with Simuchimba‟s (2001) study which

had established that Christian Religious Education had been used as an evangelical tool with

the view of linking the students to the belief in God in addition to enabling them to develop

values. A more recent study had also made similar revelations where teaching methods were

observed to be important in enhancing values (Dorgu, 2014).

56
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction
This chapter presents a summary of key findings obtained from both descriptive and

inferential statistics. It also outlines the conclusions drawn from the study findings. This is

followed by recommendations in line with the conclusions drawn. The summary, conclusions

and recommendations tally with the objectives of the study. Areas for further research are

further suggested.

5.2 Summary of Findings

The summary of main findings was based on the objectives of the study. As such, results

pertinent to various teaching methods and instilling of the virtue of respect are summarized in

this section.

5.2.1 Teacher-Centered Method and Instilling the Virtue of Respect in Students

The first study objective sought to determine the effectiveness of teacher-centered method of

teaching C.R.E in instilling the virtue of respect in public secondary schools students in

Rachuonyo North Sub-County. The study revealed that in teaching CRE, teachers generally

used assignment and homework approach, and lectures or talk approach which facilitated

enhancement of instilling the virtue of respect in students. It was also revealed that strategic

use of classroom approach was not only content-based, but enhanced acquisition of the virtue

of respect in students. Equally, problem-based approach enhanced acquisition of virtue of

respect by secondary school students. Perhaps, the effectiveness of teacher-centred approach

in instilling the virtue of respect was premised on the observation that, the method promoted

discipline among the students. This was due to the fact that, the method is associated with

increased control of the class teaching and watching over students. It was further revealed

57
that there existed a significant relationship between teacher-centred methods and instilling

virtue of respect (r = 0.876; p < 0.05).

5.2.2 Learner-Centered Method and Instilling the Virtue of Respect in Students

The second objective sought to establish the effectiveness of learner-centered method of

teaching C.R.E in instilling the virtue of respect in public secondary schools students in

Rachuonyo North Sub-County. Part of the key findings indicated that use of mental modeling

approach, student-conversation approach, and role play approach enhanced acquisition of

virtue of respect by the aforesaid students. The foregoing observation was evident across the

surveyed public secondary schools. The relationship between learner-centred method and

instilling virtue of respect in students was found to be positive, strong and statistically

significant (r = 0.953; p < 0.05).

5.2.3 Eclectic Method and Instilling the Virtue of Respect in Students

The third study objective sought to establish the effectiveness of eclectic/various approaches

of teaching C.R.E in instilling the virtue of respect in public secondary schools students in

Rachuonyo North Sub-County. The study revealed that the eclectic teaching approach

provided opportunities to students to harness their skills, reasoning and good behaviour. The

various teaching approaches which are characteristic of eclectic teaching method, were

established to enhance the relationship and respect between teachers and students. Eclectic

approach was found to address individual needs of students in reference to understanding

CRE due to the fact that it was linked to moulding the behaviour of students. Embracing this

approach made students to be more attentive in class during the CRE lessons, and

consequently the learners were able to acquire behavioral changes. The method further

enabled teachers to plan, implement and evaluate the teaching and learning process. There

existed a positive, strong and statistically significant relationship between eclectic teaching

58
method and instilling the virtue of respect in public secondary school students (r = 0.978; p <

0.05).

5.2.4 Instilling the Virtue of Respect in Students

Students taking CRE subject in public secondary schools in Rachuonyo North Sub-County

were found to be well-equipped with arbitration skills which they acquired during CRE

lessons. The students also had intermediary skills acquired during CRE lessons. It was further

established that, the students were adequately equipped with conflict analysis skills which

they had acquired during CRE lessons. It was further noted that students were well-equipped

with tolerance skills obtained from CRE lessons. Moreover, students had acquired peace

building skills inculcated in them during CRE lessons. The examined teaching methods

explained 95.9% variance in instilling the virtue of respect in students. Amongst all the

teaching methods which were examined, eclectic method was established to be the most

critical with regard to instilling the virtue of respect in public secondary school students in

Rachuonyo North Sub-County.

5.3 Conclusions
Several conclusions were drawn from the study findings and in respect of the study

objectives.

5.3.1 Conclusions on Teacher-Centred Method and Instilling the Virtue of Respect

The study concluded that a number of teacher-centred strategies were employed in teaching

CRE in public secondary schools in Rachuonyo North Sub-County. Assignment, homework,

and talks were inferred to be some of the approaches embraced by the secondary school

teachers with the view of instilling the virtue of respect in students. Strategic use of

classroom approach was concluded to be essential in acquisition of virtue of respect in

students. Moreover, it was concluded that teacher-centred method played a critical part in

59
instilling the virtue of respect in public secondary school students in the aforementioned Sub-

County.

5.3.2 Conclusions on Learner-Centred Method and Instilling the Virtue of Respect

It was inferred that several approaches including mental modeling, student conversation, and

role play enhanced acquisition of the virtue of respect by public secondary schools in

Rachuonyo North Sub-County. The study further deduced that adoption of strategies focusing

more on the students when teaching the Christian Religious Education subject was likely to

enhance the extent to which the virtue of respect was inculcated in students of the foregoing

schools.

5.3.3 Conclusions on Eclectic Method and Instilling the Virtue of Respect

In addition, the study underlined the importance of eclectic method or the use of various

approaches in teaching of CRE with regard to instilling the virtue of respect in public

secondary school students. It was concluded that using the eclectic teaching method provided

opportunities to the students taking CRE subject to hone their skills and reasoning abilities

and as such, acquire good behaviour. The relationship between teachers and students

especially with regard to the respect they had towards each other was advanced by embracing

eclectic teaching methods by CRE teachers. The method was further deduced to inculcate

positive behaviour in students and consequently enhanced instilling the virtue of respect in

students.

5.3.4 Conclusions on Teaching Methods and Instilling the Virtue of Respect

Public secondary schools in Rachuonyo North Sub-County who pursed CRE as an

examinable subject were inferred to have well-equipped arbitration skills which they had

acquired in class. In addition to this, the students were also concluded to be in possession of

adequate conflict analysis skills which they had acquired during CRE lessons. The study

60
concluded that adoption of eclectic method, play a crucial role in improving the level of the

virtue of respect instilled in students of the aforesaid schools. On the other hand, though

important, embracing teacher-centred methods when teaching CRE in these schools did not

have as much effect as either learner-centred or eclectic teaching methods on instilling the

virtue of respect in public secondary school students.

5.4 Recommendations
The following recommendations were made for policy and practice based on study findings.

5.4.1 Recommendations on Teacher-Centred Method and Instilling the Virtue of

Respect
On the first objective, the study established that teacher centered approaches of teaching CRE

was very effective in instilling the virtue of respect among the learners. Hence the study

recommends that teachers should be assisted to acquire competence in correct C.R.E syllabus

interpretation. This will enable them adapt varied methods of teaching, each time varying

learning stimuli so that the experience remains attractive to the learners. This could be

achieved by means of workshops and seminars on pedagogical practices in C.R.E curriculum.

Moreover, approaches such as lecturing or direct instruction, problem-based approach, and

assignments and homework should be frequently used to enhance value acquisition especially

the virtue of respect in learners. In this way, schools will be able to strengthen their role as

centres for citizenry education.

5.4.2 Recommendations on Learner-Centred Method and Instilling the Virtue of

Respect
The second objective investigated the effectiveness of learner centered method of teaching

C.R.E in instilling the virtue of respect in public secondary schools students in Rachuonyo

North Sub-County, Kenya. The findings were that learner centered approach of teaching CRE

was very effective in instilling the virtue of respect among the students. The study therefore

61
recommends teachers to encourage more group work, class discussions and other applications

that are learner centered. More importantly, teachers need to emphasize approaches such as

role playing, mental modeling, and student conversation when teaching C.R.E to the learners.

Class interaction will help in boosting the skills and mould the character of the students for

good behavior.

5.4.3 Recommendations on Eclectic Method and Instilling the Virtue of Respect

The third study objective sought to establish the effectiveness of eclectic/various approaches

of teaching C.R.E in instilling the virtue of respect in public secondary schools students in

Rachuonyo North Sub-County, Kenya. The study found that when properly used by teachers,

eclectic/various approaches of teaching C.R.E was very effective in instilling the virtue of

respect in public secondary schools. Therefore, the study recommend that teachers should

abreast themselves with eclectic/various approaches of teaching and for those who may find

it difficult in applying the method should helped in terms of organizing workshops and

seminars on pedagogical practices in teaching. It is, therefore, recommended that, CRE

teachers in public secondary schools and other related learning institutions ought to put

greater emphasis on eclectic teaching methods in order for them to inculcate the virtue of

respect in students more effectively.

5.5 Suggestion for Future Research

Based on the study findings, conclusions and recommendations, it was suggested that it

would be imperative to carry our further studies need on the following aspects:

i) Analysis of the effectiveness of teacher-centered methods in instilling the virtue of

respect and other values in students attending private secondary schools in Kenya

ii) Challenges facing the effectiveness of students centered teaching methods in instilling

the virtue of respect and other values in students

62
 iii) Constraints facing the effectiveness of eclectic/various teaching methods in instilling

the virtue of respect and other values in students

It was recommended that similar studies be carried out in other sub-counties in Kenya and

juxtapose their results to the findings obtained by this study.

63
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 APPENDICES

Appendix I : Interview Schedule for Teachers

Thank you for accepting to be interviewed for the study to be undertaken by the researcher.
The information obtained from this interview shall be treated with high degree of
confidentiality.
Part (A) Background Information
i) Gender…………………………………………………………………………..
ii) Age………………………………………………………………………………..
iii) Work experience…………………………………………………………………..
iv) Designation………………………………………………………………………..
v) Qualification………………………………………………………………………

Part (B) Information on C.R.E. Teacher’s teaching methods that instill virtue of respect

1. What are the objectives of teaching C.R.E in Kenyan Secondary Schools?

2. What is your understanding of the concept of respect as stated in C.R.E syllabus?
3. How can the elements of respect be instilled in a C.R.E student?
4. What is your understanding of the under-listed teaching methods and instilling virtue
of respect in as far as C.R.E is concerned?
a) Kindly explain the effectiveness of Teacher Centered Method based on the following
aspects in instilling the virtue of respect among the students
i) Use of lecture/teacher-talk approach
ii) Use of assignments and homework approach
iii) Use of problem based approach
b) Kindly explain the effectiveness of Learner Centered Method based on the following
aspects in instilling the virtue of respect among the students
i) Use of role playing approach
ii) Use of mental modeling approach
iii) Use of game based approach
iv) Use of student conversation approach
c) Kindly explain the effectiveness of Eclectic approach in instilling the virtue of
respect among the students

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5. What are the Conflict resolution skills that instill respect?
6. What value assessment methods do you use in assessing the learner acquisition and
appreciation of the virtue of respect for rich and varied cultures among Kenyan
people?

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Appendix II:Questionnaire For Students

Dear Student,

The intention for this questionnaire is to collect data for a research on the effectiveness of
methods of teaching C.R.E in instilling virtue of respect in secondary school students. You
are requested to answer the questions by putting an X in the most appropriate bracket with
sincerity. You are assured of confidentiality of your response. The results will only be used
for the research by the researcher. Do not write your name on this questionnaire.
Part A: General information
Gender: ……………………………
Age: ………………………………
Part (B) Effectiveness of teacher Centered teaching methods in instilling the virtue of
respect in a C.R.E lesson
The following statements seek to establish the effectiveness of Teacher Centered Method of
Teaching C.R.E in instilling the virtue of respect among the students. Kindly show your
response as measured using a 4- item 5-point Likert scale as 1 = Not Effective (NE), 2 =
Least Effective (LE), 3 = Moderately Effective (ME), 4 = Effective (E) and 5 = Very
Effective (VE).
Statements VE E ME LE NE
Teacher‟s strategic use of classroom approach in teaching
CRE is content based hence enhance the acquisition of
virtue of respect that comes with understanding the subject
Teacher‟s strategic use lecture/teacher-talk approach in
teaching CRE enhance the acquisition of virtue of respect
Teacher use of assignments and homework approach in
teaching CRE enhance the acquisition of virtue of respect.
Teacher‟s strategic use of problem based approach in
teaching CRE enhance the acquisition of virtue of respect

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Part (C) Learner/Student Centered teaching methods and instilling of the virtue of
respect in a C.R.E lesson
The following statements seek to establish the effectiveness of Learner/Student Centered
Method of Teaching C.R.E in instilling the virtue of respect among the students. Kindly show
your response as measured using a 4- item 5-point Likert scale as 1 = Not Effective (NE), 2 =
Least Effective (LE), 3 = Moderately Effective (ME), 4 = Effective (E) and 5 = Very
Effective (VE).
Statements VE E ME LE NE
Use of role play approach enhance the acquisition of virtue
of respect
Use of mental modeling approach enhance the acquisition
of virtue of respect
Use of game based approach enhance the acquisition of
virtue of respect
Use of student conversation approach enhance the
acquisition of virtue of respect

Part (D) Eclectic approach and instilling of the virtue of respect in a C.R.E lesson
The following statements seek to establish the effectiveness of Eclectic approach Method of
Teaching C.R.E in instilling the virtue of respect among the students. Kindly show your
response as measured using a 4- item 5-point Likert scale as 1 = Not Effective (NE), 2 =
Least Effective (LE), 3 = Moderately Effective (ME), 4 = Effective (E) and 5 = Very
Effective (VE).
Statements VE E ME LE NE
Use of eclectic/various approaches in teaching CRE
enhance teacher-students relationship and respect
Use of eclectic/various approaches in teaching CRE
provide pupils with opportunities to develop their own
skills, reasoning and good behavior
Use of eclectic/various approaches in teaching CRE makes
learners become attentive to tenets of the subject that
comes with molding their behavior
Eclectic/various approaches in teaching CRE caters for
individual needs in understanding the subject that is
associated with molding student behavior

Part (C) Teacher instilling skills that enhance respect in the C.R.E student

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The following statements seek to establish the in instilling of the virtue of respect among the
students. Kindly show your response as measured using a 5- item 5-point Likert scale as 1 =
strongly disagree (SD), 2 = disagree (D), 3 = Not Sure (NS), 4 = agree (A) and 5 = strongly
agree (SA).
STATEMENT SA A NS D SD
I am well equipped with conflict analysis
skills I acquire during C.R.E lessons
I am well equipped with tolerance skills that
my C.R.E lesson has taught me
I am well equipped with arbitration skills I
acquire during C.R.E lessons
I have good intermediating skills thanks to my
C.R.E lessons
I have acquired peace building skills thanks to
my C.R.E lesson

THANK YOU

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Appendix III:Map of Rachuonyo-North Sub-County

Source: Rachuonyo North Sub-County hospital, 2014

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Appendix IV : Research Approval Letter

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Appendix V:Research Approval Letter

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