Actualisation of the Aims of the Christian Religious Studies Curriculum by Senior High School Students in Cape Coast: The Affective Domain Inquiry

Mensah, Eric; Ampem, Isaac Obiri

doi:10.51867/ajernet4.1.1

Cited by 2 publications

(2 citation statements)

References 17 publications

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“…Indoctrination is noted to string up from (a) content designated for teaching, (b) the method adopted in teaching, (c) the intent of a tutor, and (d) the subject's moral objectives (Anti & Anum, 2002;Taylor, 2017). Mensah and Ampem (2023) found that teachers in the Central Region of Ghana have moderate knowledge about indoctrination and some of its practices but could not find out how prepared the teachers are to teach the subject. Castagno and Brayboy (2008) postulated that an elevated CRS instructor can accomplish the subject's goals.…”

Section: Introductionmentioning

confidence: 99%

Preparedness of Christian Religious Studies Teachers: Disclosures from Teachers and Students in Missions Senior High Schools in the Western Region of Ghana

Mensah

Ampem

2023

AJERNET

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The study purported to examine the preparedness of CRS teachers in teaching CRS in the Western Region of Ghana. The descriptive cross-sectional survey research design of the quantitative approach was used for the study. The population was 1,445 and made up of all 45 CRS teachers and 1,400 students from mission senior high schools in the Western Region. The sample size was 365 comprising 45 CRS teachers and 320 CRS students. Using the census method, all 45 teachers of CRS were involved in the study. The proportionate random sampling technique was used to select 320 students. Separate questionnaires were used to collect data from CRS teachers and students and the Cronbach Alpha reliability coefficient for both was determined to be .76 and .79 respectively. CRS teachers in the Western Region were found to have a high level of pedagogical practices needed for the teaching of the subject to avoid indoctrination. Likewise, they had high knowledge of the content for teaching CRS. CRS teachers were found to have high knowledge of the rationale for teaching CRS. There was a weak positive non-significant relationship (r= .151, p= .358) between CRS teachers’ pedagogical practices and their knowledge of rationale for teaching CRS. Based on the findings, the study recommended that the Regional Education Directorate in partnership with GES should design programmes for teachers to keep on upgrading to ensure that they are abreast with emerging pedagogies for teaching. Institutions (Universities, colleges, etc) mandated to train teachers should emphasis the rationale for teaching CRS in the methods of teaching CRS courses since the rationale (reasons and philosophy of education) gives direction in teaching.

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Section: Introductionmentioning

confidence: 99%

Preparedness of Christian Religious Studies Teachers: Disclosures from Teachers and Students in Missions Senior High Schools in the Western Region of Ghana

Mensah

Ampem

2023

AJERNET

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“…Yet, a designed system of teaching without indoctrination is the most commendable and should be considered essential in teaching since it focuses on unique lives of students. Mensah and Ampem (2023) discovered that students can apply religious and moral lessons inherent in the passages they read during CRS lessons.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Knowledge and Practice of Indoctrination in Teaching Christian Religious Studies in Mission Schools of Central Region, Ghana

Mensah

Ampem

2023

EAJESS

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The impetus of this study was to unpack teachers’ knowledge and use of indoctrinatory practices in the teaching of Christian Religious Studies in mission schools in the Central Region of Ghana. The study used the concurrent parallel design of the mixed-methods research approach. The population for the study was all CRS teachers from mission schools in the Central Region. The census method was used to get all the 39 teachers of CRS in the schools. The instruments for data assembling were a questionnaire and an observation guide. The Statistical Package for Social Sciences (SPSS) version 25 was used to analyse the data. Mission school CRS teachers were found to have moderate knowledge of what indoctrination is. They engaged in indoctrinatory practices at a lower extent when teaching CRS. There was no significant difference (t (37) =-.017, p=.987) in CRS teachers’ participation in indoctrinatory practices based on their religious backgrounds. It was consequently recommended that the Central Regional Office of Ghana Education Service (GES) should organise in-service training workshops and seminars for teachers to deepen their understanding of the meaning and consequences of indoctrination. Furthermore, the Ghana Education Service should encourage teachers to desist from any form of indoctrination during the teaching of CRS.

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Actualisation of the Aims of the Christian Religious Studies Curriculum by Senior High School Students in Cape Coast: The Affective Domain Inquiry

Cited by 2 publications

References 17 publications

Preparedness of Christian Religious Studies Teachers: Disclosures from Teachers and Students in Missions Senior High Schools in the Western Region of Ghana

Preparedness of Christian Religious Studies Teachers: Disclosures from Teachers and Students in Missions Senior High Schools in the Western Region of Ghana

Teachers’ Knowledge and Practice of Indoctrination in Teaching Christian Religious Studies in Mission Schools of Central Region, Ghana

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