Enhancing learner performance in Religious and Moral Education through ICT Tools: Evidence from Koraso M/A JHS in Ghana

Enhancing learner performance in Religious and Moral Education through ICT Tools: Evidence from Koraso M/A JHS in Ghana

Adam Konadu, Charles Kofi Twene, Georgina Tabi, Dorcas Amedorme, Patrick Mensah Akwasi Anamoah & Ruth Apewene

Issue: Vol. 12 No.10 2026 Issue Article 1 pp. 452 – 467
DOI: https://doi.org/10.38159/erats.202612101 Published online 9th November 2026.
© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

The integration of Information and Communication Technology (ICT) into classroom instruction has attracted considerable attention in educational research; however, empirical evidence on its application in Religious and Moral Education (RME), particularly in rural and semi-rural Ghanaian basic schools, remains limited. This study addressed this gap by examining the relationship between ICT usage, learner engagement, and learners’ perceived understanding of RME at Koraso M/A Junior High School. Using a quantitative descriptive survey design, data were collected from 80 purposively selected learners through structured questionnaires and analysed using descriptive statistics, Pearson’s correlation, and regression analysis. The findings revealed that although most learners had access to ICT facilities, the use of ICT tools in the classroom remained infrequent. Nevertheless, learners reported positive attitudes towards ICT-supported RME lessons. A weak but significant positive relationship was found between ICT use and learner engagement (r = 0.260, p < .05), while learner engagement showed a very strong positive relationship with perceived understanding (β = 0.910, p < .001). The study concludes that the educational value of ICT in RME depends primarily on pedagogically meaningful integration that promotes learner engagement rather than on technology availability alone. The study contributes to scholarship by extending empirical evidence on ICT integration in value-based education in rural Ghanaian contexts.

Keywords: Academic Performance, Basic Education, Education, Information and Communication Technology (ICT), Religious Education, Religious and Moral Education (R.M.E.).

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AUTHOR(S)

Konadu Adam holds a Doctor of Philosophy Degree (PhD) in Religious Studies with specialization in Interfaith Relations, and Religion and Society from Kwame Nkrumah University of Science and Technology (KNUST) in Ghana. He also holds a Master of Philosophy and Bachelor of Arts degrees in Religious Studies from KNUST and a Post-Graduate Diploma in Education from the Catholic University of Ghana. His research interests include Comparative Study of Religions, Interfaith Relations, Religious Education, and Religion and Society. He is a Lecturer of Religious and Moral Education at St. Ambrose College of Education at Dormaa-Akwamu in the Bono Region of Ghana.

Twene Kofi Charles holds a Doctor of Philosophy Degree (PhD) in Curriculum Studies with specialization in Religious and Moral Education from the University of Cape Coast in Ghana. He also holds a Master of Philosophy in Curriculum Studies in Religious and Moral Education from the University of Cape Coast (UCC) in Ghana. His research interests have been in Religion and Curriculum Studies. He is a Lecturer of Religious and Moral Education and the Head of the Social Science Department at St. Ambrose College of Education at Dormaa-Akwamu in the Bono Region of Ghana.

Tabi Georgina holds a Doctor of Philosophy (PhD) in Religious Studies with specialization in Religion and Child Development from Kwame Nkrumah University of Science and Technology (KNUST). Her research interests include Religious Studies, Religious Education, Child Development, Moral Development, Teacher Development and Teacher Education. She is a Lecturer of Religious and Moral Education at Wesley College of Education in Kumasi in the Ashanti Region of Ghana.

Amedorme Dorcas holds a Master of Philosophy in Religion and Human Values from the University of Cape Coast (UCC) in Ghana. Her research interest has been in African Christianity and Religious Education. She is currently pursuing a PhD in Religion and Human Values at the University of Cape Coast. She is a Lecturer of Religious and Moral Education at St. Ambrose College of Education at Dormaa-Akwamu in the Bono Region of Ghana.

Anamoah Mensah Akwasi Patrick holds a Doctor of Philosophy (PhD) in Pure Mathematics from the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana. He currently serves as a Lecturer and the Head of Department for Mathematics and ICT at St. Ambrose College of Education in Dormaa-Akwamu, located in the Bono Region of Ghana. He was the Coordinator for the Supported Teaching in School Unit (STS) from 2023 to 2025. His research areas and interests include Mathematics Education, Pedagogical Content Knowledge Base in Mathematics, ICT in Mathematics, General Topology and Topological Dynamical Systems, Statistics, Abstract Algebra, and Logistic Map/Function.

Apewene Ruth holds a Bachelor’s Degree in Basic Education with specialization in Religious and Moral Education (R.M.E.) from St. Ambrose College of Education at Dormaa-Akwamu in the Bono Region, an affiliate of the University of Cape Coast in Ghana.

TO CITE ARTICLE

Konadu, Adam, Charles Kofi Twene, Georgina Tabi, Dorcas Amedorme, Patrick Mensah Akwasi Anamoah , and Ruth Apewene. “Enhancing Learner Performance in Religious and Moral Education through ICT Tools: Evidence from Koraso M/A JHS in Ghana.” E-Journal of Religious and Theological Studies 12, no.10 (2026): 452 – 467. https://doi.org/10.38159/erats.202612101