The relationship between constructive simulation, convectional method and learning outcomes of christian religious education. The case of Embu county, Kenya

Abstract

ABSTRACT Learning outcomes in Christian Religious Education are attributed to the teaching and learning approaches utilized by teachers. In Kenya, conventional methods are prevalent in classrooms, as teachers often prefer methods that alleviate their workload. Nevertheless, the implementation of learner-centred methods such as constructive simulation enhances learning outcomes. Although numerous researchers have advocated for the constructive simulation method as a means to promote interactive education across various subjects, there remains scarcity of research in the context of Christian Religious Education. Therefore, this study established the relationship between constructive simulation, conventional method and learning outcomes of CRE. This was done by evaluating the dissimilarity in learning outcomes and conceptions of CRE learners instructed by constructive simulation, and those instructed using a conventional approach. This research adopted a mixed method approach where, a Quasi- experimental research design with groups under treatment and control to collect quantitative data, while the descriptive research design was utilized to collect qualitative data, guided by Vygotsky's social cognitive theory and John Dewey’s philosophy of reflective practice. In total, 108 form two CRE learners in sub-county secondary schools were purposively selected for the study. Data were collected using the Learner Attainment test in CRE as the assessment tool, student questionnaires, and lesson observation schedules. The research utilised correlation analysis, t-test and regression statistical models to establish the effectiveness of the two teaching methods, as well as the relationship between learners’ conceptions and their learning outcomes in CRE. Results from the t-test revealed that, constructive simulation (t (49) = − 9.76, n = 50, p < 0.05) significantly outperformed the conventional method of teaching (t (39) = 2.700, n = 40, p < 0.324), demonstrating that constructive simulation was more effective in enhancing learning outcomes in CRE. The correlation and regression analysis indicated a positive link between the two assessment tests of learners taught using constructive simulation (r = .510, p < 0.01) and conventional methods (r = .673, p < 0.01). Furthermore, learners’ conceptions of constructive simulation (β = 0.252, p < 0.00) and conventional method (β = 0.065, p < 0.01) had a positive relationship with learning outcomes of CRE. The study therefore ascertained the relationship between constructive simulation and learning outcome as operative. Moreover, learners’ conceptions of teaching methods had an impact on their learning outcome. From the study findings, constructive simulation was more effective in enhancing learning outcomes as opposed to the conventional method. These findings are pertinent for a diverse range of stakeholders, including educators, policymakers, and scholars advocating for evidence-based approaches like constructive simulation in education. The results, therefore, suggest when designing curricula and formulating educational policies, educators and policymakers should incorporate constructive simulation as a learner-centred method.