INFLUENCE OF LEARNER-CENTRED METHODOLOGIES ON THE STUDENTS’ ACADEMIC PERFORMANCE OF CRE IN KCSE IN PUBLIC SECONDARY SCHOOLS IN YATTA SUB COUNTY, MACHAKOS COUNTY, KENYA

Abstract

The study sought to establish the impact of learner-centred approaches on students’ performance in Christian Religious Education (CRE) in Kenya Certificate of Secondary Education Examinations (KCSE) in public secondary schools in Yatta Sub County, Machakos County, Kenya. Despite the fact that CRE is believed to be effective in the development of moral and spiritual values, the performance of students in the area has been poor and at times below average. The research used a casual comparative design, participants included principals, teachers, students, education officers, and PTA representatives. Administered questionnaires and interviews were used to gather data. The work revealed that pro-active teaching strategies and teaching pedagogy, such as interactive learning, use of realistic examples and classroom use of technology affected the performance of students in CRE. These approaches covered the 27 percent gap in student outcomes, noting that students are proactive players in the learning process. The research suggests continuing to promote and support the use of learner-centred approaches in teaching practice, providing real professional development opportunities for teachers, and cultivating a culture of innovation in CRE. As a result, this study will support the development of students' balanced personalities in Kenyan secondary schools and enhance the quality of CRE instruction. By emphasizing learner autonomy of learning regulatory arrangements, this study offers information that is beneficial for educators, policymakers, and other stakeholders who are interested in enhancing the quality of teaching, learning, and the environment that supports the learning and understanding of CRE.