Falling Educational Standard Of Religious And Moral Education Subject At The Mfantseman District: The Views Of Multi-Parties In A Sequential Exploratory Study

• Published in: AFRICAN JOURNAL OF APPLIED RESEARCH Vol. 9; no. 1; pp. 118 - 138
• Main Author: Amponsah, J.
• Format: Journal Article
• Language: English
• Published: 02.04.2023
• DOI: 10.26437/ajar.v9i1.525
• ISSN: 2408-7920

Purpose: This study seeks to examine the causes of falling educational standards of religious and moral education subjects in the Mfantseman District in Ghana and to draw the attention of all stakeholders to the poor academic performance of students in religious and moral education. Design/Methodology/Approach: The study employs the case study method, which was informed by a qualitative research design approach. A Purposive sampling technique was chosen to select 43 participants. The data collection method that was used in this study was a semi-structured interview guide. Thematic analysis was applied manually to the data.  Findings:  RME education was influenced by religious and cultural biases, leading to a lack of diversity, tolerance, and respect for different religious and cultural values and beliefs. It was revealed from the study that teachers lack the autonomy to develop their teaching methods and strategies, leading to a lack of innovation and creativity in RME education. Again, it was established that many RME teachers did not receive adequate training to teach the subject effectively, leading to poor teaching practices and low student engagement. Research Limitation/Implication: The study focuses on the falling educational standard of religious and moral education. The study concentrated on some selected communities in the Mfantseman District. Practical Implications: Develop strategies to address the factors that contribute to the decline in the quality of RME education, such as inadequate teacher training, outdated curriculum, and insufficient resources. Social Implications: This requires a coordinated effort among policymakers, educators, religious organisations, and other stakeholders to address the challenges facing RME education and promote the development of effective strategies that can improve the quality of RME education and promote social development and harmony.