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Determinants of awareness and implementation of five-stage lesson plan framework among Christian Religious Education teachers in Meru County, Kenya
Approaches, methods, and techniques of teaching Christian Religious Education (CRE) in Kenya have changed over time. Improved teaching strategies such as a five-stage lesson plan framework enhance students' performance. Despite the novelty of the framework, there is limited information on its s...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Elsevier
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9634273/ https://www.ncbi.nlm.nih.gov/pubmed/36339759 http://dx.doi.org/10.1016/j.heliyon.2022.e11177 |
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author | Saoke, Victor Okoth Ndwiga, Zachary N. Githaiga, Pauline W. Musafiri, Collins M. |
author_facet | Saoke, Victor Okoth Ndwiga, Zachary N. Githaiga, Pauline W. Musafiri, Collins M. |
author_sort | Saoke, Victor Okoth |
collection | PubMed |
description | Approaches, methods, and techniques of teaching Christian Religious Education (CRE) in Kenya have changed over time. Improved teaching strategies such as a five-stage lesson plan framework enhance students' performance. Despite the novelty of the framework, there is limited information on its spread and utilization among CRE teachers in Kenya. Therefore, this study assessed the determinants of awareness and implementation of the novel five-stage lesson plan framework in Meru County, Kenya. The study sampled 226 CRE teachers using a semi-structured questionnaire. The study employed an Ordered Probit Model to assess the determinants of the number of five-stage lesson plan stages awareness and implemented by the CRE teachers. The Ordered Probit analysis revealed that gender, academic qualification, working experience, and challenges were crucial determinants of awareness and implementation of the five-stage lesson plan framework. The findings implied that policymakers and relevant stakeholders in education should consider pre-service and in-service training, workshops, and seminars in upscaling or promoting the awareness and implementation of the five-stage lesson plan framework. Educational policies targeting improved teaching methods should enhance recognition and operation of the five-stage lesson plan framework. |
format | Online Article Text |
id | pubmed-9634273 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Elsevier |
record_format | MEDLINE/PubMed |
spelling | pubmed-96342732022-11-05 Determinants of awareness and implementation of five-stage lesson plan framework among Christian Religious Education teachers in Meru County, Kenya Saoke, Victor Okoth Ndwiga, Zachary N. Githaiga, Pauline W. Musafiri, Collins M. Heliyon Research Article Approaches, methods, and techniques of teaching Christian Religious Education (CRE) in Kenya have changed over time. Improved teaching strategies such as a five-stage lesson plan framework enhance students' performance. Despite the novelty of the framework, there is limited information on its spread and utilization among CRE teachers in Kenya. Therefore, this study assessed the determinants of awareness and implementation of the novel five-stage lesson plan framework in Meru County, Kenya. The study sampled 226 CRE teachers using a semi-structured questionnaire. The study employed an Ordered Probit Model to assess the determinants of the number of five-stage lesson plan stages awareness and implemented by the CRE teachers. The Ordered Probit analysis revealed that gender, academic qualification, working experience, and challenges were crucial determinants of awareness and implementation of the five-stage lesson plan framework. The findings implied that policymakers and relevant stakeholders in education should consider pre-service and in-service training, workshops, and seminars in upscaling or promoting the awareness and implementation of the five-stage lesson plan framework. Educational policies targeting improved teaching methods should enhance recognition and operation of the five-stage lesson plan framework. Elsevier 2022-10-26 /pmc/articles/PMC9634273/ /pubmed/36339759 http://dx.doi.org/10.1016/j.heliyon.2022.e11177 Text en © 2022 The Author(s) https://creativecommons.org/licenses/by/4.0/This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Research Article Saoke, Victor Okoth Ndwiga, Zachary N. Githaiga, Pauline W. Musafiri, Collins M. Determinants of awareness and implementation of five-stage lesson plan framework among Christian Religious Education teachers in Meru County, Kenya |
title | Determinants of awareness and implementation of five-stage lesson plan framework among Christian Religious Education teachers in Meru County, Kenya |
title_full | Determinants of awareness and implementation of five-stage lesson plan framework among Christian Religious Education teachers in Meru County, Kenya |
title_fullStr | Determinants of awareness and implementation of five-stage lesson plan framework among Christian Religious Education teachers in Meru County, Kenya |
title_full_unstemmed | Determinants of awareness and implementation of five-stage lesson plan framework among Christian Religious Education teachers in Meru County, Kenya |
title_short | Determinants of awareness and implementation of five-stage lesson plan framework among Christian Religious Education teachers in Meru County, Kenya |
title_sort | determinants of awareness and implementation of five-stage lesson plan framework among christian religious education teachers in meru county, kenya |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9634273/ https://www.ncbi.nlm.nih.gov/pubmed/36339759 http://dx.doi.org/10.1016/j.heliyon.2022.e11177 |
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