The christian religious education teachers’ attitudes toward the five-stage lesson plan framework in Kenya: A gender-based analysis

Evaluating learning outcomes of Christian religious education learners: A comparison of constructive simulation and conventional method

“…Vitorino [ 89 ] argues that new pedagogical frameworks such as the constructivist method should be embraced in order to ensure learners are active participants in their learning which in turn improves their learning outcomes. Moreover, conventional methods of teaching hinder the learners’ ability to actively construct knowledge hence leading to poor learning outcomes [ 13 ].

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“…The selection of independent variables was informed by the researchers’ expertise, existing literature, and attributes of the sampled CRE learners [ 13 , 15 , 77 ]. The independent variables were founded on their ability to predict the learning outcomes, as indicated by previous research [ 40 , 51 ].…”

“…In particular, certified and knowledgeable CRE teachers are expected, as part of their core responsibilities, to possess sufficient knowledge of the subject content and the ability to create suitable teaching and learning experiences [ [9] , [10] , [11] ]. Enhancing competence allows teachers augment their proficiency and skills in developing teaching materials and utilizing various teaching methods throughout the educational process [ 12 , 13 ]. Consequently, the pedagogical competence of a CRE teacher can significantly impact learners' acquisition of values and skills, ultimately influencing their learning outcomes [ 14 , 15 ].…”