Journal of African Interdisciplinary Studies (JAIS) ISSN 2523 ...

Journal of African Interdisciplinary Studies (JAIS) ISSN 2523-6725 (online)

Volume 2, Number 5, May 2018

79

Effects of Christian Religious Education on the Discipline of Secondary School Learners

in Kisumu West Sub-County, Kenya

By Peter Ochieng, Fredrick Mvumbi and Sr. Lucy Achieng

Abstract

Student discipline is a key to successful pursuit of education. Reducing student problem

behavior remains a leading concern for school staff, as disruptive and aggressive behavior

interferes with student achievement. However it is difficult to identify factors influencing

students’ behavior. Any serious education institution intending to perform must work on the

ways and strategies of boosting discipline. The objectives of the study was to; find out how

teaching methodology Religious education influence the discipline of students, find out

disparity between boys and girls taking RE. The study employed descriptive research design.

The target population was 1180 form three students in mixed secondary schools in Kisumu

West. The sample size was 226 students. Simple random sampling procedure was used to

obtain the students who were purposively sampled for this study. The data collection tools

were; questionnaire, interview schedule and document analysis. Reliability of the instruments

was ascertained through test-retest with Pearson product moment correlation(r), supervisors

ascertained their validity. Data were analyzed using narration and descriptive statistics which

included; means, standard deviation, frequencies and percentages. Hypotheses were tested

using inferential statistics which were Chi-square and spearman’s correlation. The results of

the study showed that RE teaches someone to obey rules, be honest and control their behavior.

Methodologies used mostly are lecture and life approach methods, drama and role play are

least used. There was a great disparity, girls were positive than boys, teachers were not

adequately prepared and teacher personality has influence on RE and discipline of the

students. Difficulties encountered were that RE was optional and so imparting values in all the

learners is a challenge. The findings of this study may create awareness that there is need for

all schools to take RE in order to improve discipline in our secondary schools. The following

recommendations were made; MoEST should develop a policy making RE a compulsory

subject in our schools, teachers should be taken for fresher courses to enhance their teaching

methodology and skills.

Key Words: Christian Religious Education, Discipline, Learners, Problem Behaviour

Background to the Study

Globally, debate on the place and purpose of Religious education (RE) was vigorously

pursued in Britain in the nineteenth century and even generated a lot of research work (Lord

& Barley, 1973). In Africa, Mbiti (1969) observed that Religious education in Africa could be

traced long before the coming of Christian missionaries who termed Africans as heathens and

uncivilized. Religion is founded on a “higher being” that gives meaning to life and direction

on individual and social behaviour. Religion is perceived to play important role in instilling

discipline in the students. Some countries have included Religious Education (RE) as a

subject in their school curriculum. Grimmit (1973) strongly advocated inclusion of Religious

Education in school programmes by noting that failure to do so would likely lead to disaster.

According to Ashton (2008) Religious Education has been retained in the British

curriculum because it is perceived to make an important contribution towards the well- being

of society in various aspects; social, moral, spiritual and cultural realms. He further argues

that Religious Education encourages the young to search for truth, appreciate one-self,

become aware of the implications of their action to others and develop both individual and

corporate responsibility to the environment. Eshiwani (1993) supports this argument when he

says that apart from the obvious contribution of Religious Education towards developing good



80

citizens with good character and high moral standards, the subject prepares a person to take

his place in society.

However, in spite of the efforts made to have discipline in schools, cases of student

unrest intensified with more schools being burnt, down, property destroyed and with more

innocent lives being lost/ These in Religious education waves of student unrests take place

against the background of Religious education taught in secondary school. This is clearly

demonstrated in such notable cases as former Yugoslavia (Sinha and Khumiri, 2007), Rwanda

(Reader, 1998), the Democratic Republic of Congo (Ciano, 2006), Nigeria (Reader, 1998),

Sudan (Brown, 2008), Somalia (Farah, 2001) and as happened in Kenya where the arson

attack in Kyanguli Secondary School, in Machakos District, where 68 children were burnt to

death and scores injured (Wamwere, 2008). It is this respect that the study investigates

whether the teaching of RE can enhance discipline in secondary schools.

Statement of the Problem

There is a growing and disturbing concern on the discipline of our students in secondary

schools because their behavior, attitudes and actions testify to a serious breakdown in their

life. It is serious indiscipline. Religion has been widely accepted as a prerequisite towards

achieving peace among different societies and human beings in the world. Perhaps this is why

Religious Education is part of the curriculum in some countries due to its perceived power to

promote social cohesion. Many countries including Kenya seem to prescribe to this school of

thought. Many studies reveal that student indiscipline is experienced in schools globally (Ali

et al., 2014; Moyo, Khewu, & Bayaga, 2014; Omote et al., 2015; Rahimi & Karkami, 2015;

Yahaya et al., 2009). A study in West Virginia in the United States of America (USA)

revealed that about 29.6% of 160,480 students (from grade 3 to 11) had one or more referrals

for inappropriate behaviors (Whisman & Hammer, 2014). In Africa, researchers have pointed

out the seriousness of indiscipline in schools in various countries.

In Kenya, lack of discipline in schools has been one of the challenges facing schools

(Njoroge & Nyabut, 2014). The Kenya National Examinations Council (KNEC) revealed that

between 90% and 100% of teachers in schools in Kenya encountered disciplinary problems

among their students (KNEC, 2010). In a study by Gakure et al., (2013) in Kenya, 70% of

teachers indicated that their schools had cases of learners’ indiscipline. This called for filling

a research gap arising from the need to investigate and explain the effects of Religious

Education in the transmission of moral values and discipline to secondary school learners. In

response to these, this study therefore attempted to investigate on effects of RE and discipline.

Theoretical Framework

The study is informed by Sigmund and humanistic theories. In discussing negative behaviors

such as lack of discipline, Sigmund Freud’s psychoanalytic theory, states that there are three

internal elements that often collide and try to assert themselves (Woolfolk, 2012). These three

elements are the Id, Ego and Superego. These three factors often conflict with each other.

However, according to humanistic theory, individuals also have the ability to choose how to

behave. If he chooses not to behave badly toward others, he is capable of doing so. The two

theories give the individual the onus of choosing to misbehave.

Methods of Teaching Religious Education that Could Enhance Students’ Discipline

The diverse methods that Religious Education teachers employ during teaching help learners

to understand the lesson and practice what they learn. The teaching methods and techniques

take care of individual differences in children. Use of the appropriate teaching methods makes

learning interesting and focused (Evening, 1972). A teacher should select methods which



81

make teaching learner-centered and that bring out positive behaviour change in the learner.

The teacher should also use Religious education and innovativeness in order to help promote

and sustain positive change (KIE, 2006).

Teaching methods in RE can either be in transmission form or facilitation form.

Transmission methods promote expository strategy which assumes that the teacher is the

authority and expert of the subject matter (Kiruhi, Githua & Mboroki, 2009). Facilitation

methods on the other hand are methods that the learner is the focus of the instructional

process. Petty (2004) reported that learning is affected by the opportunities students have to

relate incoming information to what they already know and then restructure their existing

knowledge or construct new ideas when appropriate. A classroom discourse is central to

helping students develop their mathematical understanding of skills.

Transmission teaching approaches are methods in which the learner is passive in the

instructional process. The teacher guides, facilitates and supports the schemes used by the

learner in seeking new knowledge (Kiruhi et al., 2009). The purpose of transmission methods

is to transmit information to a more or less passive learner. The transmission model is at its

best in conveying facts to be retrieved and procedures to be executed on cue, but it is ill-

equipped to teach for commitment to principles and alertness to appropriate occasions for

their deployment.

Transmission methods include lecture method, demonstration and direct instruction

where the teacher is active and students largely passive. Facilitation teaching allow learners to

form schemes of knowledge by being self-directed and self-driven in inquiry, problem

solving, engaging in interactive skills, experimentation and independent study. The teachers’

responsibility goes beyond the transmission of knowledge to teaching how knowledge is

sought, validated and used as a basis for further learning, forming and modifying goals and

ideas and for rational decision making.

The teachers’ knowledge is not an ingredient in the students’ education to be

consumed up, but a catalyst promoting the reactions of learning and growth as a result of an

encounter between human capabilities and increasing knowledge. The facilitation teacher is

one who understands and knows how to manage groups of students to produce high levels of

involvement. The instructor and the learner are equally involved in learning from each other

(Petty, 2004; Salman, 2009; Kiruhi, Githua & Mboroki, 2009).

Discipline is simply the quality of self-control in an individual. Social learning

theories posit that children learn by observation and imitation children imitate the behavior of

the teacher they observe. Thus the teacher has to be exemplary. Teacher can maintain

discipline in class through the following ways (Egwu, 2013). If students are shown love and

considerate, indiscipline is reduced, students need to be respected and this will unlikely cause

seriously disciplinary problems. "When you call children by their names, love them and show

your sincerity definitely you will become their loco parentis.

The aim of teaching is to bring about behaviour change in the learner and this requires an

effective teaching methodology and control of the teaching – learning environment and

processes. It is also greatly linked to the teacher personality traits. It supports the proper

execution of curriculum development, creates conducive learning atmosphere, maintains

discipline in class and ensures that classroom lessons run smoothly despite disruptive

behaviour by students.

Linsin (2012) observed that the magic in effective teaching methodology is about your

likability, your rapport your consistency, your trustworthiness and more that gives you the

leverage you need to transform your class. This involves the use of appropriate teaching

procedure, understanding developmental challenges of the students, use of appropriate

disciplinary approaches, setting measurable objectives and planning towards achieving them,



82

use of adequate instructional materials and other professional competences. It is evidenced

that most teachers used the lecture method which made lessons boring making students

develop a negative attitude towards the subject. This poses a challenge to the teaching and

learning process of any subject and particularly RE. Nzomo (2011) urges teachers to improve

their competence through training since it helps one develop skills, character and ultimately

better their profession

Adeyemi (1989) observes that real use of instructional methods has been singled out

as one area that contributes to the success of the curriculum. A study by Adeyemi (1989) on

qualities of social studies teachers found that most of the teachers felt that for a teacher to be

effective, he or she should have a large stock of teaching methods. The study concludes that

any teacher education programme ought to help the teacher find the methods best suited in the

class context. The Ominde (1964) Report disapproves the use of drill method of teaching. The

report cautions teachers against ignoring learner participation in teaching. The report

encourages teachers to adjust their instruction methods to suit the needs of the learners and

that use learner activity. The Gachathi (1976) Report also recommends that teaching methods

should emphasize on making education relevant to the day-to-day problems. This should be

achieved by enabling the learners to observe phenomena of the environment, gather data

about them, interpret the data and use the information to solve problems.

Groenewegen (1993) indicates that there are many instructional methods ranging from

transmission methods to experiential methods. He defines transmission as the transfer of

content from the teacher to the students. It is a teacher-centered approach. Lecturing is one

such method widely used in teaching (Lierpo, 1992). Groenewegen (1993) asserts that

lecturing method requires little time to transmit information. However, it makes learners

passive, sometimes to the extent of dozing, falling asleep or day dreaming without the

teacher’s notice Lierop (1992), notes that this method is more effective when it is

supplemented by a question and answer session or followed by a group discussion. Story

telling or narration is a popular and effective method in the teaching of Christian Religious

Education (KIE, 2006). In this method, teachers use stories based on day-to-day experiences

of the learner and relates them to Biblical teaching. This helps learners to acquire good

morals.

According to Lierop (1992), stories tend to draw people together in fellowship

breaking any racial, tribal or even inter-school barriers. Teachers are, therefore, encouraged to

narrate stories that lead to character formation. The use of affective valuing skills as opposed

to over-reliance on cognitive strategies opens up the possibilities for free choice and critical

decision- making abilities on moral habits. The models of valuing that are used in teaching

Religious Education are important for they capture affective aspects of learning morals.

According to Ryan and Lickona (2003), using the valuing model ensures that the competence

and mastery of the self is developed in the learner. The teacher must teach the learners to

value themselves as persons in order to have the kind of self-respect that will enable them to

stand up for values and command respect. In building a social community, learners are made

to be in Religious education groups which extend to others the values that one has for oneself.

It means enabling the learners to know each other as individuals, respect and care about each

other and feel a sense of membership in the group (Boss, 2001).

Fisher (2006) reveals that a supportive classroom community provides for a Religious

education number of learners, “a surrogate family” that enables them to meet important moral

or value needs which may not be met at home. Chesaro (2003) adds that discussion in

Religious Education leaves the teacher assured that the students are not only gaining

academically, but are also molded spiritually and morally. However, according to

Groenewegen (1993), many teachers do not use this method citing a reason that it breeds



83

rowdiness, time wasting, disturbances, and excessive noise. Use of song and dance is a good

teaching method. Evening (1972), notes that singing and dancing provided a most valuable

opportunity of sharing and demonstrating values in communities. Some songs and dances

carry deep messages which positively changes behaviour in the entire community (Levi,

1989). According to KIE, (2006) songs and dances are important ingredients in teaching

Christian Religious Education, because they arouse attention, Religious education interest in

the lesson and help the learners to internalize the main ideas and values.

In the question and answer method cited by the KIE (2006) the mental growth of the

learner is encouraged. Lierop (1992) observes that this method stimulates the mental growth

of the learner and also encourages them to be active in searching for the truth. Groenewegen

(1993) also notes that the teacher’s question raises a question mark in the mind of the learners

who subsequently begin to search for solutions to their problems. Kerry (1982), observes that

this method helps to Religious education good relationship between the teacher and the

learners.

A Maudho (2007) note that role play is widely supported by educationists since it

encourages learners to work as a group thus promoting leadership skill. This method enables

one to unfold his potential and to socialize with the others while learning to be independent.

Lierop (1992) observes that this method offers an excellent means for the religious educator

to build moral and spiritual values in character formation. Role play provides an opportunity

for co-operation, planning and judging, making moral and religious ideas more con Religious

education and real.

The Project work method gives the learners an opportunity to apply life skills like

Religious education thinking, critical thinking and decision making. These life skills are

acquired in the process of learning and help the teacher assess the acquisition of knowledge,

skills and attitudes (KIE, 2006). Groenewegen, (1993) observes that, projects help students

grasp what it means to be a loyal citizen or a committed Christian. Lierop (1992), notes that

project is an outstanding method for character building. This method trains the learner in

planning, carrying out one’s purpose, strengthening the will and perseverance of the

personality. It is a better alternative to lecturing (Gachegoh, 1990).

Wainaina (1994)found that teachers found it difficult to use the recommended approaches due

to lack of time, heavy teaching load, inadequate teaching and learning resources, poor

professional guidance and supervision in the subject.

There is a related study by Kiarie (2006) on factors affecting teaching methods. The

study confirms that teacher’s workload affected their effectiveness. Teachers with too many

lessons in addition to other tasks like administration cover the syllabus inadequately. This

makes the teachers rush over the syllabus as time runs out without paying attention to

methodology. Ombuna (1994), who studied the effectiveness of teachers' use of life approach

method in teaching Religious Education in Nairobi District, notes that teachers make little

effort to link the students with the day-to-day experiences. Teachers concentrate on the use of

lecture method with very little participation of the learners.

This makes the students have a negative attitude towards the subject. This inadequate

teaching approach, combined with inadequate learning resources contribute to poor

performance of the students. This study recommends intensified supervision by the

inspectorate in the Ministry of Education (MoE) to guide secondary schools on the need to

vary their approaches to Christian Religious Education. Appropriate teaching methods are,

therefore, important and teachers should vary them in lesson presentation to make learning

interesting, focus on the learner’s attention and cater for individual needs of the learner.

Luvanga (2003), recommends that teacher educators, quality assurance officers and other

stakeholders in the teacher education should emphasize the use of learner centered teaching in



84

Religious Education. The teacher should be encouraged to employ learner centered strategies

as opposed to teacher-centered approaches to teaching Christian Religious Education.

Research Methodology

Research Design

Research designs are plans and procedures for research that span the decisions from broad

assumptions to detailed methods of data collection and analysis (Creswell, 2009). Descriptive

design was used. It adopted a mixed method (MM) of inquiry in a transformative procedure. It

is an approach that combines or associated with both qualitative and quantitative (Ayiro,

2012, Rass, 2005). It involves collecting and analyzing data from both approaches so that

overall strength of the study is greater than either quantitative or qualitative (Cresswell &

Plano Clark, 2007). Kothari (2004) states that descriptive survey design enables one to

collect detailed descriptions with the intensions of employing data to determine and justify

conditions (Mugenda, 2003).

Study Population

Borg and Gall (1986) defined target population as all the members of a real or hypothetical set

of people, events or objects to which the researcher wishes to generalize the results of the

research. The target population for this study was 34 secondary schools in Kisumu West Sub-

County.The eligible respondents according to the Sub-County Department of Education

(2016) included 56 Christian Religious Education teachers, 34 heads of discipline and 1180

Form III students. It is also in this class that Christian Religious education is selected as a

subject of choice by students in the Kenyan education system (R. O. K, 1999). The Christian

Religious Education teachers were selected because they teach the subject. Students were

selected because they receive C.R.E lessons and the assessment of the effectiveness of the

transmission of moral values focuses on them. They were also deemed capable of responding

to the questions accurately given the experience they have.

The Study Sample and Sampling Procedures

A sample is part of the target or accessible population that has been procedurally selected to

represent the population (Onen, & Oso (2011). The researcher employed probability sampling

procedure. The sampling techniques selected for the study ensures that the subgroups are

proportionally represented, accounts for some subgroup characteristics (Cooper & Schindler,

2008; Krysik & Finn, 2007).

Table 3.1: Sampling Technique and Sample Size

Variables Sampling Technique Sample Size

Principals Purposive 7

Teachers in charge of discipline Purposive 7

Teachers of Religion Purposive 7

Form three students Simple random 226

TOTAL 247

Sampling Techniques

The study employed random sampling technique to arrive at the intended sample (Kombo &

Tromp, 2009). Stratified random sampling method was used to select the participants in the

exercise. Students were in three strata namely; Boys, Girls and Mixed secondary schools.



85

Purposive sampling technique was used to obtain mixed secondary schools and form three

students taking R. E Onen et al (2009).

Data Collection Instruments

The research instruments used in this study for data collection were questionnaires, document

analysis and observation guide.

Document Analysis Yuko (2011) defines document analysis as critical examination of documents related to the

study. This tool was used to analyze the professional records like schemes of work, lesson

plans, progress records; record of work covered, and class registers.

Observation Schedule

Observation is the use of all senses to perceive and understand experiences of interest to the

researcher Onen (2011) . This tool was used to examine professional records used by teachers

to prepare R. E learners to cope up with the issues of discipline the schools.

Data Collection Procedure

The researcher first obtained permission from the relevant authorities who included the

School of Education Catholic University Africa of Eastern, a certificate from National

Commission for Science, Technology and Innovation (NACOSTI) and the principals of

schools in the study area giving authority to collect data from the schools. For collection of

data a questionnaire, observation guide and document analysis were used to obtain the

information from all the respondents. The researcher also administered the questionnaires

directly to the respondents. Document analysis was equally done by the researcher; the

document analysis entailed the secondary data. The researcher prepared an observation

schedule which was used to examine methodology of teaching RE.

Results

The study sought to establish how RE teaching methodology influenced discipline of the

students. It aimed at determining the skills employed by the R.E teachers to enhance the

learner’s ability to think critically and make rational moral judgment and acquire and develop

moral insights. Topics such as Christian ethics and moral values require a critical reflection

when implementing them so that they enhance rational thinking, rational speech and well

thought out action (Mbiti: 2002).

Methods Used Frequently in Teaching RE

Teaching Methodology Frequency Percent

Experiential 4 19.04

Lecture 5 23.80

Discussion 2 9.52

Narration 3 14.28

Dramatization 1 4.76

Role playing 1 4.76

Life approach 5 23.80

TOTAL 21 100

The findings on table 4.6 revealed that lecture and life approach (23.80%) methods are the

most used in teaching RE. In the teaching of RE, the teacher is expected to apply appropriate



86

teaching methods based on the learners’ experiences. Life approach is a method of teaching

RE which emphasizes relating students’ daily experiences to the scriptures upon which

religion is based. This calls for application of the scriptures on daily human experiences of the

students, hence making RE a practical and living subject which can promote discipline of the

students. The diverse methods that Religious Education teachers employ during teaching help

learners to understand the lesson and practice what they learn. The teaching methods and

techniques take care of individual differences in students. However teacher agreed (23.80%)

that they use lecture method in teaching RE. This method has been criticized for being

authoritative, boring and predictable due to emphasis on memorization and the use of specific

information it does not encourage students understanding of moral values which enhance

change of behavior. In this approach to secondary teaching, most class time is spent with

teachers lecturing and students watching and listening. The students work individually,

assisting and cooperation is discouraged. Therefore we sought to enhance the learning process

for our students, where teachers move away from transmission teaching and adopt active

learning approaches where learners are more engaged, better motivated, acquire a deeper

understanding and implement the skills learnt. KIE (2006) support the finding, a teacher

should select methods which make teaching learner-centered and that bring out positive

behavior change in the learner.

Teachers were asked an open ended question why they thought the method indicated

was the most frequently used. In teaching RE, an attempt is made to encourage positive

attitude in the learner through use of the approaches such life approach and existential

approach which are recommended methods of teaching RE. In using life approach to teach,

the teacher will start with the real and concrete and the present situation of the learners, and

letting them arrive at a religious understanding of those experiences. The approach implies

that God speaks to people through their situations and experience and emphasizes the use of

the learners’ day-to-day experiences as the basis of teaching RE. Therefore teachers are

expected to apply appropriate teaching methods based on the learners’ experiences. Therefore

they should be equipped with relevant skills to enable him/her to deliver the subject contents

effectively through selection of methods which aim at making teaching learner-centred and to

bring about positive behaviour change.

These findings were in line with a previous study which established that moral values

acquired by form three students in the teaching and learning of RE were primarily based on

the recognition that .R.E. is intended to impart moral values on its learners whereby according

to Mbiti (1969) Religion enriches peoples’ morals for the welfare of the individual and the

society. In order to ascertain the moral values acquired, the form three students were asked to

describe their relationship with other students in their schools. This study established that the

relationship existing between the R.E. students and others is friendly.

Dramatization and role play were least used (4.76%) in teaching RE. These methods

are suitable to the pre-primary and primary than secondary, secondly, the content and concept

of all topics cannot be introduced in these methods rendering them limited in their application.

Thus RE cannot be taught as if they were facts; they are by nature experiential. Onsongo

(2008) postulates that, pluralistic and materialistic nature of the present-society cannot allow

for the use of traditional methods of teaching religion. To some extent, religion has become a

private affair, so the approach in teaching it should be one that can help the students to make

his/her own free choice, particularly in matters relating to value acquisition.

Conclusion

Religious Education is the most effective subject which promote discipline because it teaches

someone to obey rules, control their behavior and make them be honest. Teachers should



87

enhance teaching methodology so that learners are able to understand and employ knowledge

gained in their daily life. The most appropriate methods in teaching RE are life approach,

human experience approach and existentialism but the study found that lecture and life

approach were the most, thus teachers are encouraged to use appropriate methods. Positive

disparity on RE is seen in girls than boys, teachers were not adequately prepared and some of

them did not have lesson plan others had shoddy scheme of work.

Recommendations

Periodic seminars and workshops for teachers to enhance their teaching techniques and

methodologies and professional document preparation should be availed. There should be

guidance and counseling offices recognized by the government where both teachers and

students can go to for interventions

References

Ashton; P. S. Webb, R. (1986) Making a difference: Teachers sense of efficacy and

students

Bradshaw, C. P., Bottiani, J.,Osher, D.& Sugai, G. (2014). Integrating Positive Behavioral

Interventions and Supports (PBIS) and social emotional learning.In:Weist MD, Lever

NA,

Bradshaw CP, Owens J, editors (2014). Handbook of School Mental Health (2nd

ed.):

Advancing Practice and Research.. New York, NY: Springer.

Bradshaw, C. P., Buckley, J.& Ialongo, N. (2008).School-based service utilization among

urban children with early-onset educational and mental health problems: The squeaky

wheel phenomenon. School Psychology Quarterly. 23:169–186.

Calestine, K. (2002). Basic Counseling skills in a counsellor. Nairobi: Oxford University

Press.

Chemutai, F. (2008). The Students Attitude Towards CRE and its Influence on Performance in

School in Eldoret Municipality, Uasin Gishu District, Kenya (Unpublished M.Phil

Thesis). Moi University, Eldoret.

Ciano, J. N. (2006). The role played by American foreign policy in the democratic republic of

Congo. Unpublished M.A Thesis. University of Nairobi.

Creswell, J.W. (2003). Research design: Qualitative, Quantitative and Mixed Method

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York,

NY: Teachers College Press.

Groenewegen, T. (1993).Subject Methods Religious Education.A Course Book for Teachers.

Nairobi: Lectern Publication.

Jeloudar, S. Y, & Yunus, A. S. (2011).Exploring the relationship between teachers’ social

intelligence and classroom discipline strategies. International Journal of

Psychological Studies, 3(2), 149-155.

Jeynes, W. H. (2013)."The Effects of Religious Commitment on the Academic Achievement

of Black and Hispanic Children."Urban Education 34.4 (1999): 458-79. Sage

Journals.

Kombo, D. K., & Tromp, D. L. (2009). Proposal and Thesis writing. Nairobi: Pauline's

Publications.

Linsin, M. (2012). Classroom management and the power of your

personality.www.smartclassroommangement.com

Longman Dictionary of Contemporary English (2005). UK: Pearson Longman.

Lulley, S. (2009). The Teaching of African Traditional Religion Content in CRE in Secondary

Schools of Marakwet District (Unpublished M.Phil Thesis).Moi University, Eldoret.

http://www.smartclassroommangement.com/



88

Mangal, S. K. (2014).Educational psychology. India: Vikas.

Mugenda, O. M. (2003). Research Methods: Quantitative and Qualitative Approaches.

Nairobi, Kenya: ACTS Press.

Onsongo, J. (2002). The Life Approach Method in teaching CRE in secondary schools. The

Eastern African Journal of Humanities and Sciences. Catholic University of Eastern

Africa. Nairobi.

Orodho, A. J. (2003). Essential Education and Social Science Research methods. Nairobi:

Mashola Publishers.

Oso, Y., W and Onen, D. (2009).A general guide to Writing Research Proposal and

Report.A handbook for Beginning Reseachers revised edition Nairobi

Wamwere, K. (2008). Negative ethnicity: From bias to genocide. Nairobi: Seven Stories

Press.

Journal of African Interdisciplinary Studies (JAIS) ISSN 2523 ...

Documents

Transcript of Journal of African Interdisciplinary Studies (JAIS) ISSN 2523 ...