| dc.description.abstract | The Ministry of Education through the Kenya Institute of Curriculum Development have put a lot of effort in the implementation of CRE Subject. Unfortunately, its goals seem not to have been fully realized. The 8-4-4 CRE Subject has not been able to directly address emerging issues that would impact fully on students‟ behaviour change. The purpose of the study was to explore the effect of Christian Religious Education Subject, on Behavior Change in Day Secondary Schools in North Imenti, Meru County. The study tried to find out the effects CRE subject has on student behavior change, to investigate the effects of teaching methods on behavior change, to examine the effects of CRE teachers‟ attitudes on student behavior change and determine effects of teaching resources on behavior change of Day Secondary School students. The study adopted Curriculum Theory proposed by John Bobbitt‟s in 1918 and cited by Pinar (2004). The Cross-sectional descriptive study design was used and Target Population was 72 CRE Teachers of Day Secondary Schools, 48 Heads of Religious Education and 600 CRE students in Imenti North Sub County. The sample size was 144. The study adopted Construct Validity and Content Validity. Data was analysed using the Statistical Package for Social Sciences (SPSS version 23). Percentages and frequency counts were used to analyse the quantitative data obtained. The study findings showed that about 10 (7.63%) respondents agreed that CRE subject contributed positively to the transformation of self and the society as a whole, about 15 (11.45%) noted that the subject helped learners to gain insight into the unfolding of God‟s self-relation, while 10 (7.63%) respondents said the subject helped the students know more about Jesus and strengthened them. Apparently, 119 (90.5%) respondents admitted that teaching methods play a vital role in behavior change of students while 2 (9.5%) declined. The study found that about 120 (91.60%) of the respondents agreed that the attitude of CRE teachers influences behaviour change in students, while 11 (8.40%) indicated that the attitude of CRE teachers has no influence on behaviour change among students. About 18 (85.7%) respondents agreed that there were enough CRE teaching resources in various schools, while 3 (14.3%) indicated that teaching resources were not enough. Majority of the respondents (130, 99%) respondents showed that CRE subject, teaching methods, CRE teachers‟ attitudes and teaching resources positively impacted behaviour change among students. The study thus recommended a revision of the subject, embracing more teaching methods, maintaining teachers‟ positive attitude and purchasing more teaching materials to create more positive impact on student behaviour change. Regardless of this, as the study focused on Day Secondary Schools in North Imenti Meru County only, there was need for expansion of the study to boarding schools within and outside the county so as to generalize the results. Nonetheless, this study‟s findings may contribute in improving the CRE subject, revealing the methods used in teaching CRE subject, the materials needed in teaching CRE and the necessary resources impactful in developing behaviour change in Schools. | en_US |
