European Journal of Education Studies
ISSN: 2501 - 1111 (on-line)
ISSN-L: 2501 - 1111 (print)
Available on-line at: www.oapub.org/edu
10.5281/zenodo.52243
Volume 1│Issue 2│2016
EFFECT OF USING INDIVIDUAL DIFFERENCE TEACHING
STRATEGY IN RELIGIOUS EDUCATION (R.E.) FOR ACQUISITION
OF VALUING SKILLS AMONGST YOUTH IN SECONDARY
SCHOOLS IN KENYA
Violet Kafwa Nabwire
Department of Curriculum Instruction and Educational Media
Moi University, Kenya
Abstract:
The purpose of education is not to impart knowledge but instead to facilitate a child s
thinking and problem solving skills which can be transferred to a range of situations.
The major purpose of teaching is that of helping students gain knowledge, feelings and
valuing skills that they need to function effectively in the society. One way of making
students acquire valuing skills is through use of individual difference teaching strategy.
In this respect, the purpose of the study was to find out the effect on the use of
Individual Difference Strategy in the acquisition of Valuing Skills amongst youths in
secondary schools in Kenya. The study was anchored on the Constructivism theory by
Brunner and adopted a descriptive survey design biased to quantitative approach that
utilize questionnaire to collect data from
teachers and
students. Stratified
random sampling technique was employed to select the sample of students and
purposive sampling was applied in choice of the teachers. Piloting of instruments was
conducted in two schools outside the study area to test reliability, and the validity was
established by the expertise of the supervisors. The collected data was analyzed using
descriptive statistics. The study revealed that both teachers and students opined that
using individual difference strategy facilitated youths in secondary schools in the
acquisition of valuing skills. The study concluded that Teacher Services Commission
(T.S.C) in liaison with Kenya Institute of Curriculum Development (K.I.C.D) need to
facilitated teachers in building capacity to update teaching skills. The study therefore
recommends an in-service training to enhance teachers skills in use of individual
difference strategies in teaching, encourage teacher training colleges to train teachers on
innovative Instructional Strategy, and revise Religious Education (R.E) Curriculum
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
176
Violet Kafwa Nabwire –
EFFECT OF USING INDIVIDUAL DIFFERENCE TEACHING STRATEGY IN RELIGIOUS EDUCATION (R.E.)
FOR ACQUISITION OF VALUING SKILLS AMONGST YOUTH IN SECONDARY SCHOOLS IN KENYA
align to individual difference teaching strategy in order to assist youths in schools
acquire valuing skills.
Keywords: effect, individual differences teaching strategy, valuing skills, religious
education, youths
Introduction
Education s main concern is to make the learner mature into a responsible adult so that
the learner has responsible behavior and is responsible for what he does and for his
destiny. Institutions of higher learning across the nations are responding to political,
economic, social and technological pressures to be more responsive to students needs
and more concerned about how well students are prepared to assume future societal
roles.
Religion as a subject in the school curriculum plays a bigger role in shaping the
character and personality of the learner. However, despite the teaching of R.E in
schools, value problems like immorality, high crime, and suicide, use of illicit drugs,
strikes/riots and robberies are on the rise in the Kenyan society (Musamas 2005/2006).
This picture however is bound to worsen given the challenges facing the Kenyan
society, (Oyaro, 2004). The current situation raises serious concerns. This coupled with
the diverse student population in our schools call for urgent measures to redress the
situation. Studies have attributed the current scenario to the teacher. Various solutions
to these problems have tended to focus on teaching methodology. Little efforts have
been put on finding out the effect of using individual difference strategy in the
acquisition of valuing skills.
Previous studies on this in Kenya have concerned themselves on using the
strategy in teaching, (Kowino et al, 2011 &2012). However, they did not address the
effect of using the strategy in a wholesome manner to include the acquisition of valuing
skills. This has a gap in the empirical literature which this study therefore sought to
establish the effect of using individual difference strategy in the acquisition of valuing
skills amongst youth in secondary schools in Kenya.
Objective of the Study
The study focused on two objectives namely:
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Violet Kafwa Nabwire –
EFFECT OF USING INDIVIDUAL DIFFERENCE TEACHING STRATEGY IN RELIGIOUS EDUCATION (R.E.)
FOR ACQUISITION OF VALUING SKILLS AMONGST YOUTH IN SECONDARY SCHOOLS IN KENYA
i) Find out the opinion of teachers on the effect of using individual difference
teaching strategy on the acquisition of valuing skills amongst youth in secondary
schools in Kenya.
ii) Establish the opinion of students on the effect of using individual difference
strategy on the acquisition of valuing skills amongst youth in secondary schools
in Kenya
Theoretical Framework
The study was guided by constructivism theory of learning by Jerome Brunner,
(Brunner, 1990). Brunner emphasize on the fact that learners construct new ideas or
concepts based upon existing knowledge, and learning is an active process. The theory
emphasizes the significance of categorizing in learning, personalized instruction,
content structuring, and use of reinforcement. This in all is about individual difference
teaching strategy with variation of content and learning activities according to personal
needs, experiences and aspirations. Using individual difference strategy involves
organizing the material with the learner s ability in mind so that it is presented in the
best manner to meet the learner s needs integrated with appropriate reinforcement
strategies.
From the theory, there is interplay of three principles such that by using
individual difference strategy, methods like differentiated assignments, guidance and
counseling, or group work it facilitates interest towards learning. Secondly, when a
teacher structures content in a sequenced manner, he is able to present the material in
the best manner to meet the learner s needs. Learners will have a positive attitude
towards learning methods that cater for their needs. Lastly, when a teacher reinforces,
the learner gets actively involved in learning, this facilitates the learner s thinking, and
problem solving skills hence learners can use such skills to develop values that are
helpful in diverse situations in life in school and out of school
In this perspective, the variables of the study are conceptualized in terms of
input and output relationship. The input is using individual difference teaching
strategy which is independent variable and while the output is the acquisition of
valuing skills as the dependent variable. Intervening variables are into interplay and
includes; the class space and the class size.
.
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EFFECT OF USING INDIVIDUAL DIFFERENCE TEACHING STRATEGY IN RELIGIOUS EDUCATION (R.E.)
FOR ACQUISITION OF VALUING SKILLS AMONGST YOUTH IN SECONDARY SCHOOLS IN KENYA
Literature Review
Brunner (1990) asserts that, the purpose of education is not to impart knowledge but
instead to facilitate a child s thinking and problem solving skills which can be
transferred to a range of situations. To Mwalulu (2007), R.E has the potential of
inculcating moral values amongst secondary school students; the problem is the way it
is taught. Value problems are part and parcel of the society today. High crime, divorce,
suicide, use of illicit drugs and political scandals vividly illuminate the immense
magnitude of the personal and social problems that nations face in the present century.
Value conflicts are numerous and many people appear to have no values at all.
The mass media and tremendous mobility within our society expose our youth to a
variety of lifestyles and belief systems. Because of the social and personal problems
within our society that are rooted in value confusion, the school should play a big role
in helping youths to identify and clarify their values and in making value choices
intelligently (Raths et al, 1978). The Gachathi education commission Report (R. O. K,
1976) and Okullu (1983) observed that, Kenya was destined for moral decadence unless
drastic measures were taken and the teaching of religion in schools was re-examined,
made relevant and improved upon.
Previous research and documentary evidence obtainable have consistently
reported that Kenyan students moral standing and general conduct in the wider
society does not reflect acquisition of values learned through the teaching of R.E at the
Form Four level. In his research (Kowino et al 2011) found out that there is a
discrepancy between the teaching of Christine Religious Education and inculcation of
Moral Values amongst Secondary schools youths in Kisumu East District. Documented
evidence (Musamas 2005/2006) indicates there is a missing link in education system as
far as value based education in response to the increase in violence, suicide, forms of
drug addiction, poor dressing, prostitution, corruption, and child abuse are concerned.
Whereas schools have a tremendous responsibility to help youth make moral choices
rationally, there is abundant evidence that educators have largely failed to help
students deal with moral values intelligently.
Accordingly, (Oyaro, 2004) observes that the religious sector has become a
conduit for immoral behavior and the school and the parents seem to have failed in
offering value education to the society. To him, Kenya s morals are at crossroads, crime
is rife in the neighborhood, crime in the streets, and pornography is a wash in the
internet while families are consistently falling apart. The school system, but specifically
the teaching of R.E, could be one such useful avenue that could effectively be used to
enable the citizens and specifically learners become morally responsible.
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EFFECT OF USING INDIVIDUAL DIFFERENCE TEACHING STRATEGY IN RELIGIOUS EDUCATION (R.E.)
FOR ACQUISITION OF VALUING SKILLS AMONGST YOUTH IN SECONDARY SCHOOLS IN KENYA
Concurring with this thinking (Weber-et al 2005), says considering individual
differences in learning allows learners to engage in learning and be responsible for their
own learning, retain information longer, apply the knowledge more effectively, have
positive attitudes towards the subject, have more interest in learning materials. Svitlana
(2011) says catering for genetic differences can influence our potential to be successful
in academic studies, fine arts and sports. To Svitlana, when learners actively participate
in discovery learning process, learning is constructive, strengthens his motivation,
reduces destructive behavior, builds student teacher relationship, and promotes active
learning and responsibility for one s own learning. Felder et al
says, co-operative
taught students tend to have better and longer information retention, higher grades,
more highly developed critical thinking and problem solving skills, more positive
attitudes towards the subject and greater motivation to learn it.
Research Methodology
The study was quantitative and qualitative in nature. It adopted the descriptive survey
design due to the nature of data that was collected from a large sample of participants
on an existing phenomenon. The instrument used in data collection was a questionnaire
with both open and closed ended items. The collected data was on the effect of using
individual difference teaching strategy in the acquisition of valuing skills. The research
was conducted in secondary schools in Kakamega County and the sample population
constituted of 309 students and 13 teachers.
Stratified, proportionate, purposive and random sampling techniques were used
to identify the participants. (309) students were stratified and random sampled from a
total of (1030) in Form II in a stratum of schools namely: private, county and subcounty. Proportion sampling was conducted to pick 13 schools in the various strata;
purposive sampling was applied to pick form II class; and a simple random sampling
was used to sample the students in each selected form II class in respective selected
schools. The 13 teachers were purposively sampled from the selected schools. These
techniques gave equal opportunity to the respective participants to be selected – see
table 3.1. The overall sample size constituted 30% of the target population (Mugenda
and Mugenda 2003).
The Reliability was established through a pilot study which yielded a Cronbach s
reliability Coefficient of 0.754 for the students questionnaires and a Cronbach s
reliability Coefficient of
.
for the teacher s questionnaire. Content validity was
adhered to by preparing items in the instrument that covered the study objectives. The
Supervisors expertise was utilized to ascertain content and face validity of the
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EFFECT OF USING INDIVIDUAL DIFFERENCE TEACHING STRATEGY IN RELIGIOUS EDUCATION (R.E.)
FOR ACQUISITION OF VALUING SKILLS AMONGST YOUTH IN SECONDARY SCHOOLS IN KENYA
instruments. The collected data was analyzed using descriptive statistical tests that
involved frequency counties, distribution tables and percentages.
Findings and Discussion
The response rate was 100% which provided significant data for the analysis. The data
was analyzed and interpreted into useful information reflective of the objectives of the
study and addressing the purpose of the study.
Teachers’ Opinion on the effects of Using Individual Difference Teaching Strategy in
the Acquisition of Valuing Skills
Table . illustrates the teachers responses. The table shows
. % of the teachers
agreed with the statement that use of Individual difference strategy facilitates a child s
thinking and problem solving skills which can be applicable to a range of situations in
life. This means when learners are custodians of their own learning, they are able to
invent new ideas that are productive. Such learners when faced with challenges
concerning morality are able to make objective decisions through the skills acquired in
class.
92.3% of the teachers supported the statement that, using Individual difference
strategy in R.E can help youths identify and clarify their values and in making value
choices rationally. This is interpreted to mean through use of Individual Difference
Strategy, students can develop critical thinking skills. A critical mind will be able to get
the best solution to moral issues that evolve in their day to day lives. This agrees with
(Mwalulu, 2007; Kowino et al ,2012) who assert that, learners lack valuing skills which
would enable them come up with appropriate moral decisions in a morally challenging
situation due to poor pedagogy.
92.3% of the teachers agreed with the statement; when learners participate in
learning by making their own enquiries and discoveries, it reduces destructive behavior
and increases their levels of success. This implies, when learners participate in
searching for knowledge, they develop critical thinking skills and this automatically
bars them from misbehaving or negative effects like wanting to drop out of school or
delinquent behavior. This concurs with (Svitlana, 2011; Kushman et al, 2000).
The table further shows 84.6% of the teachers agreed to the statement that, using
individual difference strategy makes students to recall the skill or information learnt so
that when faced with a difficult situation, the student can use the skill to solve it. This is
interpreted to mean, individual difference strategy of instruction enables students to
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FOR ACQUISITION OF VALUING SKILLS AMONGST YOUTH IN SECONDARY SCHOOLS IN KENYA
develop retention skills that enable them to apply what they learnt to a variety of
situations that come their way in their day to day lives.
This agrees with Stephene (2006) who says that the strategy is a powerful
student-centered approach that enables learners to develop new concepts and skills. It
is this skill that can help the youth when faced with moral issues in life to face them
positively.
The findings (Table 4.1) shows that on overall, (86.5%) of the teachers agreed on
various statements on the Effect of using Individual difference strategy in the
acquisition of valuing skills, (9.6%) were undecided and (3.8%) disagreed. This means
teachers are agreeing on the fact that using individual difference strategy in learning
lead to the acquisition of valuing skills necessary in facing the diverse challenges that
youths find themselves in, in school and thereafter.
The Students’ Opinion on the Effects of Using Individual Difference Teaching
Strategy in the Acquisition of Valuing Skills
Students also responded to the various statements on the effects of using individual
difference strategy. Table . shows the students responses. The students findings
coincided with teachers responses. “ccording to the table, a majority of the students
agreed on the various statements on the effects of using Individual Difference Strategy
in the Acquisition of Valuing Skills, (7.4%) was undecided and (6.8%) disagreed.
From the findings, it is possible to state that:
I.
Using Individual difference strategy facilitates a student s thinking and problem
solving skills.
II.
Using Individual difference strategy in R.E can help youths to identify and
clarify their values and make value choices intelligently/rationally.
III.
Using Individual difference strategy in R.E can make student to recall the skill or
information learnt so that when faced with a difficult situation, the youth can use
the skill to solve it
IV.
It is important for students to participate in learning by making their own
enquiries and discoveries as it reduces destructive behavior.
Conclusions
Both teachers and learners acknowledged that the use of Individual Difference
Teaching Strategy can lead to the Acquisition of Valuing Skills. This is seen in the fact
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FOR ACQUISITION OF VALUING SKILLS AMONGST YOUTH IN SECONDARY SCHOOLS IN KENYA
that a majority of the teachers and learners (86.5% and 85.8%) respectively held positive
opinion to the following statements:
I.
Using Individual Difference Strategy facilitates a student s thinking and problem
solving skills which can be applicable to a range of situations in life. The
researcher may interpret this to mean using this strategy will give youths skills
that enable them make objective decisions under challenging situations.
II.
Using Individual Difference Strategy in R.E can help students make value
choices rationally that promotes critical thinking skills. This may be interpreted
to mean using this strategy enables youths to make appropriate moral decisions
in a morally challenging situation.
III.
Using Individual difference strategy in R.E can make students to recall the skill
or information learnt so that when faced with a difficult situation, the student
can use the skill to solve it. This could be interpreted to imply using this strategy
will free youths from the social and personal problems within the society that are
rooted in value confusion.
IV.
Participation in learning by making own enquiries and discoveries that promotes
creative thinking skills, reduces destructive behavior. This could be interpreted
to imply, that this strategy is a powerful student-centered approach that enables
youths to develop new concepts and skills that enable them face moral issues in
life positively.
From the foregoing findings and respective discussion, the following conclusion
was made:
Using individual difference strategy will make students acquire valuing skills
such as critical thinking skills, problem solving skills, discovery skills, decision making
skills, creative thinking skills, teamwork skills, interpersonal skills and self-esteem.
With the dynamic society that we live in, youths will be able to go a long way in using
such skills to handle the situations they come across.
Recommendations
As a result of the above conclusion, the following recommendations are made:I.
The M.O.E.S.T needs to in-service teachers on Individual Difference Teaching
Strategy so that R.E teachers can get skills on how to use this strategy to assist
students acquire valuing skills. This could be done through mounting capacity
building insets for R.E teachers.
II.
The M.O.E.S.T needs to review the allocation of time for R.E in the school
timetable so that R.E is given more time allocation to allow teachers to use the
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EFFECT OF USING INDIVIDUAL DIFFERENCE TEACHING STRATEGY IN RELIGIOUS EDUCATION (R.E.)
FOR ACQUISITION OF VALUING SKILLS AMONGST YOUTH IN SECONDARY SCHOOLS IN KENYA
strategy to facilitate students acquisition of skills that can help them in the
valuing process.
III.
Both teachers and students held an opinion that using individual difference
strategy in R.E will lead to the acquisition of valuing skills. The society now is
dynamic and because of this, there is need for all youths to acquire valuing skills.
Once teachers are trained or in serviced on the use of individual difference
strategy and are able to use the strategy in teaching R.E, it calls for the M.O.E.S.T
to consider making R.E a compulsory subject at secondary school level since all
learners need valuing skills necessary in making value choices intelligently, and
R.E as a subject has the avenue to promote this.
IV.
Since values are dynamic, the M.O.E.S.T through the K.I.C.D need to quickly
embrace and employ the use of individual difference strategy in learning R.E so
that students can acquire valuing skills that can help them in the valuing process.
This could be done through revising the R.E curriculum so that learners are
taught the valuing process and not particular values through African heritage at
Form one level as per the current practice.
References
1. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Horward University Press.
2. Felder, R. M., Felder, G. N., & Dietz, E. J. (2005). The Effects of Personality Type
on Engineering Student Performance and Attitudes
Journal of Engineering
Education. Vol.94 No.1 p57-72.
3. Kowino, O. J., Agak, J. O., Obiero- Owino, C. E., & Ongunya, R. O. (2011). The
Perceived Discrepancy Between the Teaching of C.R.E and Inculcation of Moral Values
Amongst Secondary Schools in Kisumu East District, Research paper, Maseno
University, Kenya.
4. Kowino, O. J., Agak, J. O., & Kochung. (2012). The Role of Teaching C.R.E to the
Development of Critical Thinking amongst Kenyan Secondary School Students
in Kisumu East District. International journal of Academic Research in progressive
Education and development. Vol, 1. No.2.
5. Kushman, J.W., Sieber, C., & Harold, K.P. (2000). This isn’t the Place for Me: School
Dropout. In D Capuzz and D.R. Gross (Eds). Youth at Risk. A Prevention Resource
for Counselors, Teachers and Parents (3rd ed) Alexandria, VA: American Counselling
Association.
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EFFECT OF USING INDIVIDUAL DIFFERENCE TEACHING STRATEGY IN RELIGIOUS EDUCATION (R.E.)
FOR ACQUISITION OF VALUING SKILLS AMONGST YOUTH IN SECONDARY SCHOOLS IN KENYA
6. Ministry of Education, Science and Technology (2013). Enhancing Child Friendly
Environment for Quality Education and Development, Kakamega: Kats Enterprises.
7. Mugenda, O. M., & Mugenda. A.G. (2003). Quantitative and Qualitative approaches,
Nairobi: Acts press.
8. Musamas (2005/2006). Value based Education . An Abstract paper, Staff, School
of Education, Moi University.
9. Mwalulu, J. (2007). Raiders Rape Three Sisters in Robbery, Daily nation.
10. Okullu, H.O. (1983). The church and the state in East Africa, Evangel publishers.
11. Orodho, A.J. (2003). Essentials of Educational and Social Science Research Methods,
Nairobi: Masola Publishers.
12. Oyaro, K. (2004). Thirteen Children Seized in Police Operation, Daily Nation.
Nairobi: Nation media group.
13. Raths, E.L., Merill, H., & Sidney, B.S. (1978). Values and Teaching: Working with
Values in the Classroom, Columbus, D.H, 2nd Ed: Edwin Mellen Press
14. Republic of Kenya (1976). Report of the National Committee on Educational
Objectives and Policies, Nairobi: Government printers.
15. Stephene, D.L. (2006). The power of Strategy Instruction. Evidence for Education,
Vol. 1, Issue 1
16. Svitlana, T-G. (2011). Individual Differences that Affect Learning…Learners and
Differences
in
their
Academic
Performance,
San
Diego
Figure
Skating
Communications: (SDFSC-Enews-Org)
17. Weber, K., Martin, M. M., & Cayanus, J. L. (2005). Student Interest; A two-study ReExamination of the Concept Communication
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FOR ACQUISITION OF VALUING SKILLS AMONGST YOUTH IN SECONDARY SCHOOLS IN KENYA
Annexure: Tables
Table 3.1: Sample Matrix of the Sample Size
Type of school
Private
County
Sub County
Total
No. of Schools
Population
1
2
10
13
%Sampled
62
236
732
1030
European Journal of Education Studies - Volume 1 │ Issue 2 │ 2016
Sample Size
30
30
30
30
19
71
219
309
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EFFECT OF USING INDIVIDUAL DIFFERENCE TEACHING STRATEGY IN RELIGIOUS EDUCATION (R.E.)
FOR ACQUISITION OF VALUING SKILLS AMONGST YOUTH IN SECONDARY SCHOOLS IN KENYA
Table 4.1: Teachers’ Opinion on the Effects of Using Individual Difference Strategy in the Acquisition of Valuing
Skills
Statement
Using Individual Difference Strategy
facilitates a child’s thinking and problem
solving skills which can be applicable to
a range of situations in life
Using Individual Difference Strategy in
R.E can help learners identify and clarify
their values and make value choices
rationally/intelligently (critical thinking
skills)
Catering for learners’ needs builds
student-teacher relationship
(interpersonal skills)
Use of diverse teaching styles that
complement learners’ learning styles will
make learners experience academic
success within the education system
(cognitive skills)
Catering for genetic differences can
influence learners’ potential to be
successful in academic studies, fine arts
and sports (cognitive & psychomotor
skills)
When learners participate in learning by
making their own enquiries and
discoveries, it reduces destructive
behavior and increases their levels of
success (creative thinking skills)
Using individual difference strategy will
make learners to recall the skill or
information learnt so that when faced
with a difficult situation, the learner can
use the skill to solve it
It is necessary to in-service teachers on
the use of individual difference strategy
so that they can adopt the strategy so as
to improve learners’ achievements
Total % Effect of Using Individual
Difference Strategy in the Acquisition
of Valuing Skills
Total % of overall Effect of Using
Individual Difference Strategy in
Acquisition of Valuing Skills
S
F
A
%
A
%
Tot
%
U
F
D
%
F
9
69.2
3
23.1
92.3
1
7
53.8
5
38.5
92.3
3
23.1
7
53.8
5
38.5
5
7
53.8
7
Cum
F
Total
%
7.7
13
100
1
7.7
13
100
76.9
1
7.7
13
100
38.5
77.0
3
23.1
13
100
3
23.1
76.9
2
15.4
13
100
53.8
5
38.5
92.3
1
7.7
13
100
9
69.2
2
15.4
84.6
1
7.7
13
100
7
53.8
6
46.2
100
13
100
51.9
34.6
86.5
9.6
9.6
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D
F
2
S
F
%
D
%
Tot
%
15.4
1
1
1.9
7.7
7.7
7.7
7.7
1.9
3.8
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FOR ACQUISITION OF VALUING SKILLS AMONGST YOUTH IN SECONDARY SCHOOLS IN KENYA
Table 4.2: Students’ Opinion on Effects of Using Individual Difference Teaching Strategy in the Acquisition of Valuing
Skills
Statements on valuing skills
Using individual difference
strategy facilitates a child’s
thinking and problem solving
skills which can be applicable to
a range of situations in life
Using individual difference
strategy in R.E will help learners
identify and clarify their values
and make value choices
rationally (critical skills)
Catering for learners’ needs
builds student-teacher
relationship (interpersonal skills)
Use of diverse teaching styles
that complement learners’
learning styles will make learners
experience academic success
within the education system
(cognitive skills)
Catering for genetic differences
can influence learners’ potential
to be successful in academic
studies, fine arts and sports
(cognitive & psychomotor skills)
When learners participate in
learning by making their own
enquiries and discoveries, it
reduces destructive behavior and
increases their levels of success
Using individual difference
strategy will make learners to
recall the skill or information
learnt so that when faced with a
difficult situation, the learner can
use the skill to solve it
Total % Effect of Using
Individual Difference Strategy
in the Acquisition of Valuing
Skills
Total % of overall Effect of
Using Individual Difference
Strategy in Acquisition of
Valuing Skills
S
F
A
%
A
%
Tot
%
U
F
D
%
F
131
42.4
206
F
127
41.1
83.5
33
10.7
66.7
56
18.1
84.8
15
131
42.4
127
41.1
83.5
127
41.1
126
40.8
222
71.8
77
206
66.7
214
69.3
57.2
%
S
F
D
%
Tot
%
Cum
F
Total
%
10
3.2
8
2.6
5.8
309
100
4.9
23
7.4
9
2.9
10.3
309
100
33
10.7
10
3.2
8
2.6
5.8
309
100
81.9
27
8.7
11
3.6
18
5.8
9.4
309
100
24.9
96.7
6
1.9
3
1.0
1
3.0
4.0
309
100
56
18.1
84.8
23
7.4
15
4.6
9
2.9
7.8
309
100
50
16.2
85.5
23
7.4
10
3.2
12
3.9
7.1
309
100
28.6
85.8
7.4
7.4
European Journal of Education Studies - Volume 1 │ Issue 2 │ 2016
D
3.8
3.0
6.8
188