The Role of Audiovisual Resources in Teaching Christian Religious Education: Attitudes of Students and Teachers in Bungoma County, Kenya

Abstract

Modern teaching recognizes that the process of education is not a simple matter of presenting and receiving knowledge but is a process that involves the whole of personality and is affected as much by physical, social and economic factors of the environment as by teachers. Religious Education in Kenya is taught as a subject in school with the goal of imparting in learner's practical knowledge and skills on moral integrity. It is hoped that learners will exhibit high integrity after learning social and religious values that form part of every stable and healthy society. This paper assesses the attitudes of students and teachers towards the use of audiovisual resources for learning and teaching of Christian Religious Education (CRE). The study employed a survey research design. Random sampling was used to select both CRE teachers and students who participated in the study while stratified sampling was used to select the schools that participated in the study. The sample was drawn from secondary schools in Kimilili Division of Bungoma Sub-County in Kenya. The sample population was 266 comprising 242 CRE students and 24 CRE teachers. The data collection instruments used were questionnaires and observation schedules. The collected data was quantitatively analyzed using descriptive statistics and presented using tables and graphs. From the findings of the study, it was clear that most of the teachers have a positive attitude towards the use of audiovisual resources. Moreover, most of the students also believe they could better master CRE content if they were taught using audiovisual resources. Nevertheless, a few of the CRE students and teachers saw no need to use audiovisual resources in teaching and learning of CRE. This shows that a sizable number of learners and teachers do not consider CRE a practical subject. This mentality may also translate to mean that they do not see the lessons they learn as having any impact in their moral behaviour and character outside school. To address the attitudinal challenges that CRE faces in Kenya, it is recommended that wherever teaching resources are available CRE teachers should endeavour to use them. In addition, CRE teachers need to enlighten their students on the importance of learning CRE using audiovisual resources. Lastly, the Kenya Institute of Curriculum Development (KICD) which is tasked with preparing textbooks for teaching should also prepare and avail audiovisual resources such as video cassettes and films for teaching CRE to go along with the textbooks.