Teachers’ Curriculum Knowledge in Teaching Christian  Religious Studies among Senior High Schools of the Greater  Accra Region of Ghana

2023

AJERNET

Self Cite

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.

Section: What Is the Content Knowledge Of Mission School Crs Teachers...contrasting

confidence: 64%

Section: What Is the Level Of Mission School Crs Teachers' Knowledge ...mentioning

confidence: 84%

Section: Introductionmentioning

confidence: 99%

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

2023

AJERNET

Self Cite

“…Therefore, a teacher who teaches without knowledge of the rationale and aims of the subject is likely to fail in the classroom. Mensah and Owusu (2022) have recognized that a teacher's knowledge of the aims of a subject is critical to the success of both the curriculum and learners. This is why it is important that out-offield teaching should not be encouraged .…”

Section: Introductionmentioning

confidence: 99%

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

2023

AJERNET

Self Cite

This study focused on the attainment of the aims of the Christian Religious Studies Curriculum from the perspectives of Senior high school students in Cape Coast. Particular attention was given to the role the aims play in shaping the affective domains of the students. The descriptive cross-sectional survey design was employed to conduct the study. Data were collected with a 42-item questionnaire (with a Cronbach Alpha reliability coefficient of 0.79) from 200 CRS students in Senior high schools in Cape Coast who were selected using the proportionate simple random sampling procedure. Descriptive statistical tools (frequency, percentages, mean and standard deviation) were used to analyse and interpret the data with the help of SPSS (version 25). Results from the study indicated that CRS students in Cape Coast have a low understanding of the biblical texts that are highlighted and read in the specified themes in the CRS curriculum. Also, CRS students in Cape Coast to a low extent adopt healthy attitudes and skills acquired from the Bible in their lives. It was therefore recommended that CRS teachers should also encourage and expose students to the need to develop and uphold good behaviours. Also, teachers of CRS should use approaches to teaching that foster understanding of passages that are read in class.

“…Thus, anybody lacking necessary credentials (degree in religion) may well be employed to teach the subject (Owusu, 2015;Afari-Yankson, 2021;Mensah, & Owusu, 2022). This is a red flag of posterity indoctrination.…”

Section: Introductionmentioning

confidence: 99%

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

2023

EAJESS

Self Cite

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.