Students’ Perceptions of the Effectiveness of Christian Religious Education in Promoting Moral Values in Secondary Schools in Soy Sub-County, Uasin Gishu County, Kenya

Abstract

Christian Religious Education (CRE) plays a vital role in Kenyan secondary schools, with its core objective being the development of students’ moral character. However, its effectiveness in addressing moral issues such as indiscipline, dishonesty, substance abuse, and teenage pregnancies remains a concern. In Uasin Gishu County, the continued decline in students’ moral values has sparked questions about whether CRE is achieving its intended purpose. This study explores students’ perceptions regarding CRE’s effectiveness in promoting moral values among secondary school students in Soy Sub-County, Uasin Gishu County. Anchored in Albert Bandura’s Social Learning Theory (1977), the study adopts a pragmatism research philosophy and an exploratory research design. The target population was 681 Form Four students Using Yamane’s (1967) sample size formula, a sample of 252 respondents was determined. Purposive and simple random sampling techniques were employed to ensure balanced representation. Data was collected using questionnaires and analyzed quantitatively with SPSS version 23 and qualitatively through thematic analysis. Findings showed that most students viewed CRE as effective in shaping moral behavior. Key values reinforced included honesty, responsibility and respect. Qualitative data indicated that students found CRE lessons relatable but criticized exam-focused teaching and weak linkage between moral instruction and real-life practice. Peer pressure and limited parental support also reduced its moral impact. The study concludes that CRE plays a significant role in shaping students’ moral values but its influence is hindered by weak implementation and social distractions. It recommends that the Ministry of Education and school administrators strengthen value-based pedagogy, integrate more interactive and practical teaching methods,and involve parents and faith-based organizations in reinforcing moral learning. These efforts would enhance the effectiveness of CRE in molding responsible and ethically grounded learners in Kenyan secondary schools.