DETERMINANTS OF THE USE OF DRAMA METHOD IN CHRSTIAN RELIGIOUS EDUCATION INSTRUCTION IN PUBLIC SECONDARY SCHOOLS IN NANDI EAST SUB COUNTY, KENYA

Abstract

Christian Religious Education (CRE) instruction in public secondary schools plays a vital role in addressing moral, ethical, and social issues that are relevant to students' everyday lives. However, the effectiveness of CRE instruction faces a challenge of the teacher’s inclination towards the use of traditional teaching methods at the expense of integrating collaborative or interactive teaching methods like drama in public secondary schools. Thus, the purpose of this study was to investigate the determinants in implementation of drama method in Christian Religious Education (CRE) instruction in public secondary school in Nandi - East Sub County Nandi County. This study was guided by the following specific objectives: to determine the influence of teacher preparedness on use of drama method in CRE instruction; to assess the influence of student’s participation on use of drama method in CRE instruction; the extent to which availability of learning resources influence the use of drama method in CRE instruction. The study was based on constructionism theory introduced by Seymour Papert in the 1980s. The study adopted descriptive survey research design with a mixed method approach utilizing census where all the CRE teachers and principals of secondary schools in Nandi - East Sub County were participants in the study. The study targeted 60 teachers of Christian Religious Education and 30 principals from 30 secondary schools in in Nandi - East Sub County. The schools included extra county, county and sub-county schools. The instruments utilized in data collection included structure questionnaires administered to teachers and interview schedules administered to principals of the secondary schools. Data analysis was done using both descriptive and inferential techniques using SPSS version 26. The qualitative data were analysed using themes and subthemes. From the findings all the determinants under study namely teacher preparedness, student participation, availability and use of resources, where r=.373** , r=.523** and r=.591** respectively were significantly related to the use of drama method in Christian Religious Education Instruction where P<0.01. Besides model explained 69.7% of the change in Christian Religious Education Instruction with the remainder of 30.3% being explained by other factors other than (Teacher Preparedness, Students Participation, Availability of Learning Resources). This implies that a focus on the determinants of the use of drama method are critical in enhancing a positive change in the use of drama method in Christian Religious Education Instruction. In conclusion teacher preparedness, students participation and availability of learning resources significantly influence the use of drama method in Christian Religious Education Instruction. The study therefore recommends that there should be increased institutional support for the determinants of drama method of teaching as an endorsement of innovative teaching methods in Christian Religious Education for the realization of the goals of education. These findings remain significant to the stake holders as effective Christian Religious Education is important for student performance in the subject besides restoring moral and social order in society