ASSESSMENT OF VARIATION IN MOTIVATION AMONG THE STUDENTS TAUGHT USING ECLECTIC LEARNING APPROACH AND THOSE TAUGHT USING CONVENTIONAL METHOD IN CRE IN PUBLIC SECONDARY SCHOOLS IN MACHAKOS COUNTY.

Registration ID: IJNRD_189246

Published ID: IJNRD2303298

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Sharon Mueke, Prof. Henry Embeywa, Prof. David Mulwa

Conventional Teaching, eclectic learning, learning outcome motivation

The purpose of the study was to assess eclectic learning approach and its effect on students’ learning outcomes in Christian Religious Education in public secondary Schools in Machakos County, Kenya. The specific objective was to assess the variation in motivation among the students taught using eclectic learning approach and those taught using conventional method in CRE in public secondary Schools in Machakos County, The study was guided by Bruner’s Constructivism Theory. The study adapted mixed methodology and a Quasi Experimental Research Design and to be specific the Solomon’s Four Non Equivalent Control Group Research Design. The target population comprised of 21 principals, and 1680 Form Three CRE students totaling to 1701 in the 21 extra county schools in Machakos County. Two Extra County schools (one girl’s and one boy’s school) were selected using Stratified random sampling technique. Random sampling technique was used to select 160 Form three CRE students from the two extra county schools. Each school had two streams with each stream having 40 CRE students. Two principals were sampled using purposive sampling. The total number of respondents were 162. The study used students’ questionnaires, tests and interview guide as tools for data collection. The research instruments were piloted in one Extra-County Girl’s school and one Extra-County Boy’s school in the neighboring Makueni County to ascertain validity and reliability. The data was analyzed using descriptive and inferential statistics with the help of STATA Version 14. Presentation of data was done using tables. The study deduced teaching CRE to students using the eclectic learning approach has a significant less variation in motivation compared to teaching CRE students using the convectional learning approach; The study recommends that the Ministry of Education ought to ensure that all secondary schools have a learning environment which stimulates strong learner performance towards their achievement goal; there is need for concerted efforts from the various stakeholders including the ministry of education, principals and teachers to integrate eclectic learning approach.

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Sharon Mueke, Prof. Henry Embeywa, & Prof. David Mulwa (March-2023). ASSESSMENT OF VARIATION IN MOTIVATION AMONG THE STUDENTS TAUGHT USING ECLECTIC LEARNING APPROACH AND THOSE TAUGHT USING CONVENTIONAL METHOD IN CRE IN PUBLIC SECONDARY SCHOOLS IN MACHAKOS COUNTY.. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 8(3), c852-c860. https://ijnrd.org/papers/IJNRD2303298.pdf

Volume 8 Issue 3, March-2023

Pages : c852-c860

Paper Reg. ID: IJNRD_189246

Published Paper Id: IJNRD2303298

Research Area: Engineering

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