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This study attempted to identify attitudes and views on Christian Religious Education Teachers’ Role in Modeling Practices in Secondary Schools in Makueni County, Kenya. The sample consisted183 form three students enrolled in CRE and in geography /history in the selected schools. Descriptive data were collected through self-constructed questionnaires. Probability sampling was used, which ensured likelihood of each student in form three was selected for the sample which was obtained using a systematic sampling technique. Students enrolled for Christian religious education had a somewhat positive attitude towards the subject. Students enrolled in history and geography had a feeling that CRE was somehow important. Students were somewhat positive that CRE helps one to acquire knowledge for further studies after the four year course even though the respondents in CRE group were more positive which could indicate one of the reasons why students did not enroll in CRE. This study also suggested that teachers inform students the reasons for learning CRE as derived from the syllabus objectives. The study has further established that students value the course and that teachers should encourage them to register for it. Students believe that the subject helps them to develop a sense of self- worth and identity for themselves and others. The subject teaches students to appreciate and tolerate other people and their ways of life and encourages them to live in love, peace and harmony. Further investigations could look at students’ perception if they took CRE as a compulsory subject.
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In-Text Citation: (Ratemo et al., 2015)
To Cite this Article: Ratemo, N., Balyage, Y., Role, E., & Makewa, L. N. (2015). Students Attitude and Views on CRE Teachers’ Role Modeling Practices in Secondary Schools in Makueni County. International Journal of Academic Research in Progressive Education and Development, 4(2), 64–76.
Copyright: © 2015 The Author(s)
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