C.R.E Teachers in Evaluation of Affective Domain Achievements for Development of Moral Education among Learners in Kenya

Abstract

The society is currently overwhelmed with challenges such as bribery and corruption, teenage pregnancies, substance abuse by the youths, religious extremism, radicalization and also instances of students' unrest characterized by violence, destruction of property, and even death. These instances raise doubts to the effectiveness of teachers in enhancing values and attitudes. Teachers of C.R.E have responsibility of imparting values and attitudes for a holistic development of a learner. In teaching and learning, the affective domain comes in as a significant learning sphere as it promotes development of attitudes, interests and values. When these attributes are imparted there is need to conduct evaluation so as to establish various levels of achievements by learners. In Kenya there is pressure to produce high-end grades and mean-scores. As a result teachers are compelled to focus on the cognitive domain as other domains of learning are compromised. Teaching and evaluation of achievements takes place on the cognitive domain as the affective domain is given less attention. There's need for teachers to realize that both of the learning domains are significant and once one domain isn't well enhanced then it directly or indirectly affects other domains of learning. This also creates gaps in the learner leading to a ripple effect in the society, as this is experienced by the individual learner demonstrating inappropriate behaviors. Educators should therefore realize the importance of enhancing all domains of learning as it's by this efforts they are able to nurture and produce holistic individuals. It's on this premise the study sought to identify the methods of evaluation of affective domain achievements. The author analyzed methods of evaluation of affective domain achievements from secondary data. The data was about moral education, domains of learning, affective domain, levels in affective domain and methods of evaluating affective domain achievements. The study recommends that pre-service training for C.R.E teachers should have clear and compulsory courses on methodological aspects on evaluation of affective domain achievements. Also the Ministry of Education should design a curriculum where teaching and evaluation of achievements is well balanced across all domains of learning; this will serve as a way to reduce over concentration on academic performance at the expense of holistic development of a learner.