SOCIO-ECONOMIC ENVIRONMENTSTHAT IMPACT ON THE TEACHING OF CHRISTIAN RELIGIOUS EDUCATION (CRE) IN SECONDARY SCHOOLS IN HAMISI SUB COUNTY, VIHIGA COUNTY, KENYA

Abstract

This study investigates the socio-economic environments influencing the teaching of Christian Religious Education (CRE) in secondary schools in Hamisi Sub County, Vihiga County, Kenya. The research aims to analyze the socio-economic factors that impact the teaching of CRE in public secondary schools, examine how cultural contexts affect student engagement in CRE classes, identify the economic barriers that limit access to quality education in CRE, and propose strategies that can enhance the teaching and learning of CRE in local schools. The research design employed a descriptive survey method, guided by Ludwig Von Bertalanffy's(1968) General System Theory. The study targeted 33 public secondary schools within the region, focusing on the perspectives of 57 teachers and 334 students from Forms 3 and 4 who are enrolled in CRE classes. A purposeful selection process identified 17 CRE teachers to provide insights into pedagogical practices within the context of local socio-economic conditions. Furthermore, 100 Form 3 and 4 students were randomly sampled from the larger population of 334 students to ensure diverse representation. Data collection involved the use of questionnaires, interview schedules, and document analyses. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis to uncover deeper insights. The findings revealed significant socio-economic and socio-cultural factors that affect the teaching of CRE in public secondary schools, detailing both challenges and opportunities within the educational environment. Recommendations derived from the study include increasing access to educational resources, implementing community programs that support lowincome families, fostering enhanced parental involvement in students' educational experiences, and offering professional development training for teachers to improve their teaching methodologies. The study concludes that addressing these socio-economic and socio-cultural challenges is essential for enhancing the overall quality of CRE education, fostering better student engagement, and ensuring equitable opportunities for all learners in Hamisi Sub County. The insights gained from this study are valuable for principals, school boards, and parents, enabling them to collaboratively improve the teaching and learning environment for CRE in Hamisi Sub County