| dc.description.abstract | This investigation was motivated by the extant evidence which indicates that social,
economic and political vices are on the rise in Kenya. For example the Kenya police
report indicates that nationally crime among the youths stood at 22% between the years
2004 and 2006 from 08% in the period 1998 to 2003.Kisumu east was among the most
hit areas with the crime index at 38% in 2006.1n addition to this school drop out stood at
31% whereas HIV and AIDS prevalence stood at 12.5% in the same period. This scenario
created a need to examine the mechanisms put in place by the Kenyan society to enhance
moral growth of the learner more so in Kisumu East district. The study sought to evaluate
the methods used by the Christian Religious Education (C.RE) teachers in secondary
schools with the view of determining whether or not, the methods equipped the learners
with the ability to identify moral values in societal context. The design of the study was
descriptive survey and it was conducted in Kisumu East District of Nyanza Province in
the Republic of Kenya. The study population consisted of forty seven schools, forty eight
teachers and three thousand two hundred and twenty five form two students. Using
stratified sampling technique, fifteen mixed secondary schools, five from each of the
three administrative units in the district were randomly selected for the study. A
population of three hundred and forty three students determined by use of the Fischer
formula and then simple randomly sampled formed the sample. Added to the above
sixteen C.R.E teachers within the study schools were sampled purposively for the study.
Data was collected as follows: the teachers were observed using a rating scale as they
taught C.R.E. Secondly, the learners were given a test to ascertain their affective
achievements with regards to value identification in societal context and an in-depth
interview was conducted with the teachers. Data was also generated through documents
analysis in which the teacher's schemes of work, the syllabus and curriculum guides were
scrutinized to determine their adequacy in addressing the learners' value needs. To ensure
the usefulness of the instruments in collecting data, they were piloted to ascertain their
reliability. They were also critiqued and corrected by the experts from the faculty of
Education to determine their face validity. Quantitative data was analyzed by use of
descriptive statistics such as frequency counts, means and percentages then presented in
form of tables. Information from the interviews and documents was analyzed
qualitatively by transcription and organization into categories as per the emergent themes
then reported and presented in narrative form. Data obtained from the instruments
showed that, teachers of C.R.E in secondary schools were not adequately using the right
methods of inculcating values in the learners. The research further revealed that the
teachers were not acquainted with the valuing models that are supposed 'to be used in
teaching morals: Secondly, critical thinking and social relating skills were inadequately
taught to the learners. The teachers were not aware of the assessment modes to be used in
establishing learner identification and acquisition of moral values. The research
concluded that moral decadence experienced in Kisumu East district is due to teachers'
inability to use the right methods of teaching values using C.RE. Due to this, there is an
urgent need to review the C.R.E. teaching curriculum guide to emphasize on valuing,
critical thinking and social relating skills. The examination should also include
assessment in affective achievements by the learner. The findings of this study are useful
to the designers of curriculum at Kenya Institute of Education and the C.RE teachers in a
secondary school classroom since it contributes to the theory and practice of value education | en_US |
