Factors Affecting Teaching and Learning of Religious and Moral Education (RME) in Ghanaian Junior High Schools: A Case Study of C. B. Mensah SDA Junior High School
Collins Boafo 
, Adam Konadu & Charles Kofi Twene
Issue: Vol.5 No. 1 February 2024 Article 1 pp. 1-8
DOI : https://doi.org/10.38159/jelt.2024511 | Published online 29th February, 2024.
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Religious and Moral Education (RME) has caught the attention and interest of Ghanaians from the past to our contemporary times. The subject seeks to enforce knowledge and values capable of making individuals responsible and resourceful members of society. In current times characterized by moral decadence, the need for religious and moral education has become a necessity. To realize the communal hope of making RME a lucrative and highly patronized course or subject in the education system in Ghana, it is necessary to look at the factors that affect the teaching and learning of RME in the country. This paper therefore sought to find out the significant factors that affect the teaching and learning of RME and the means to address such issues. A mixed approach was adopted in gathering the data from the C. B. Mensah Adventist Junior High School in the Ashanti Region of Ghana. The study revealed that the RME curriculum is facing some difficulties in Ghana. These include scarcity of textbooks and shortage of professional teachers in the subject area. The study recommended that the government, and other stakeholders involved in or patronizing education, should collaborate in addressing the challenges and implement sustainable measures for enhancing the teaching and learning of RME in Ghana. The study is relevant for teachers and learners alike because it contributes to knowledge development by serving as secondary material for future research and policymaking. It also serves as insight for the government, parents, teachers, religious bodies, educationists, counselors and other stakeholders in the educational sector.
Keywords: Education, Religious and Moral Education, Religion, Morality, Teaching, Learning
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Collins Boafo holds a Bachelor of Education in Religious Studies from the Valley View University in Ghana and a Diploma in Education from the Seventh Day Adventist College of Education in Asokore in the Eastern Region of Ghana. He holds a Master of Philosophy in Religious Studies from the Kwame Nkrumah University of Science and Technology (KNUST) in Kumasi, Ghana. His research interest has been in Religion and Society. He is a Tutor of Christian Religious Studies at Abuakwa State College at Kyebi in the Eastern Region of Ghana.
Konadu Adam holds a Master of Philosophy in Religious Studies from the Kwame Nkrumah University of Science and Technology (KNUST). He also holds a Bachelor of Arts in Religious Studies from KNUST and a Diploma in Education from the University of Education – Winneba, all in Ghana. His research interest has been in Religion and Society, Comparative study of Religions, Interfaith Relations and Religious Education. He is currently pursuing a PhD in Religious Studies at KNUST. He is a Lecturer of Religious and Moral Education at St. Ambrose College of Education at Dormaa-Akwamu in the Bono Region of Ghana.
Charles Kofi Twene holds a Master of Philosophy in Curriculum Studies in Religious Education from the University of Cape Coast (UCC) in Ghana. His research interest has been in Religion and Curriculum Studies. He is currently pursuing a PhD in Curriculum Studies at UCC in Ghana. He is a Lecturer of Religious and Moral Education and the Assessment Officer at St. Ambrose College of Education at Dormaa-Akwamu in the Bono Region of Ghana.
Boafo, Collins, Konadu, Adam & Twene, Charles Kofi.”Factors affecting Teaching and Learning of Religious and Moral Education (RME) in Junior High Schools Ghana: A Case Study Of C.B. Mensah Sda Junior High School.” Journal of Education and Learning Technology 5, no.1 (2024): 1-8. https://doi.org/10.38159/jelt.2024511
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
