Implementation of the junior high school religious and moral education curriculum policy in Effutu Municipality

Abstract

The study sought to evaluate the aims of the JHS common core religious and moral education curriculum in Effutu Municipality. In order to determine their effectiveness, an exploratory sequential mixed-method approach was used. The total sample size used was 324. Interviews were conducted with 12 RME teachers. A sample involving 58 teachers using the census sampling technique, and 254 learners’ respondents was selected using the cluster sampling technique. Data were triangulated using semistructured interviews, structured questionnaires, and an observation guide. The interview data were analysed using thematic analysis, and the questionnaire data were analysed using descriptive statistics such as frequency and percentage. The reliability was established using Cronbach’s Alpha Coefficient. The internal consistency coefficients ranged from 0.79 to 0.82 for teachers and 0.76 to 0.83 for learners, exceeding the acceptable threshold of 0.70 recommended for educational research. Findings revealed that the RME curriculum fosters faith and divine understanding, interfaith tolerance and understanding, inclusive and diverse learning, alignment with national values and goals, and moral and character development in the Effutu municipality. Also, teachers employ various learner-centred strategies that promote critical thinking, moral reasoning, and many more. The key approaches identified include problem-based learning, role-playing activities, storytelling, discussion-based learning, project-based learning, and technology-integrated learning. Furthermore, textbooks, social media, real-life objects, resource persons, visual aids, audio-visual aids, and AI were used as teaching-learning resources by the teachers to actualize the aims of the curriculum in Effutu municipality. Finally, findings revealed that the teachers were faced with strong challenges such as meeting the needs of diverse learners, time management, pedagogical adaptation, resource and technology limitations, teacher workload, and limited classroom space and classroom management difficulties. The study concludes that while the JHS Common Core RME curriculum is perceived as effective in achieving its aims, implementation challenges such as limited resources, large class sizes, etc., limit its full realisation. The study recommended that the Municipal Director of Education ensure that sufficient textbooks, teaching aids, and digital tools are provided to schools, and the subject should be allocated more time to allow for in-depth discussions, practical activities, and personalised learning experiences. NaCCA, as a curriculum planning body, should try to incorporate value clarification approaches and more diverse perspectives and customisable teaching strategies to accommodate different learning styles in the RME curriculum.