Evaluation of the teaching and learning of religious and moral education in junior high schools in Sisaala East municipality.

Abstract

The study sought to evaluate the state of teaching and learning of Religious and Moral Education in Junior High Schools in the Sissala East Municipality of the Upper West Region. The study was anchored on the pragmatist philosophy, influenced by the mixed method approach and directed by the sequential explanatory mixed method design. Five hundred and twenty (520) respondents, consisting 491 students and twenty-nine (29) RME teachers formed the sample size for the study. The simple random and purposive sampling techniques were employed to select respondents for the study. Data were collected using closed ended questionnaire, interview guide, and observation checklist. Data were analysed using mean, standard deviation, thematic analysis and frequency counts. The findings revealed that teachers have positive perceptions regarding the teaching and learning of RME within the Sisaala East Municipality. It also revealed that teachers acknowledge the difficulty of teaching abstract concepts, integrating multiple religions, aligning appropriate methods to topics, and acquiring comprehensive knowledge of different religions. Also, students‘ attitudes towards the teaching and learning of RME within the Sisaala East Municipality reveals several important insights. The limited availability of textbooks, teachers‘ handbooks, visual materials, audio materials, audio-visual resources, religious objects, resource persons, and even some aspects of the course curriculum may pose challenges to teachers in delivering comprehensive and engaging lessons. Based on the findings and conclusions drawn it was recommended that Headteachers should provide additional training and support for RME teachers to address the challenges they face in teaching abstract concepts and integrating multiple religions. Policy makers should ensure that there is sufficient time allocation in the curriculum for teaching RME to ensure that teachers have adequate opportunities to cover the content comprehensively.