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Application of Design Thinking to Access the Competency Level of CRE Teachers in ICT Innovative and Collaborative Tools in Teaching and Learning CRE in Kisumu Central Sub-County
Abstract
Christian Religious Education (CRE), despite its popularity, has consistently scored low grades in the Kenya Certificate of Secondary Education (KCSE) within Kisumu County. An analysis of KCSE results from 2017 to 2019 reveals that humanities subjects, including History (average 4.998), Geography (average 5.826), and CRE (average 3.951), all scored below average, with CRE having the lowest average. This study is grounded in constructivism theory, hypothesising that integrating Information Communication Technology (ICT) can enhance CRE performance. The research aimed to use Design Thinking to access the competency level of CRE teachers in ICT innovative and collaborative tools in teaching and learning CRE in Kisumu Central sub-County. Data was collected through questionnaires from a sample of 19 CRE teachers out of a population of 681n all the 19 secondary schools (both public and private). CRE teachers were selected through simple random sampling while the schools were selected through saturated sampling as there are 21 schools in this sub-county. Instrument validity was confirmed through expert review and pilot study, and reliability was established using the test-retest method at reliability coefficient of r = 0.76. Quantitative data analysis involved computing frequencies and means while qualitative data were analysed using content analysis. The assessment of ICT competency among CRE teachers revealed low proficiency, with significant areas for improvement in knowledge acquisition, creation and deepening. The competency in using basic ICT tools was rated as "good" (x ̅ = 3), but lower for advanced applications like creating interactive content (x ̅ = 2). The analysis revealed a positive correlation between CRE teachers’ ICT competency level and CRE performance (r =.75, p = .032). The study recommended the following: Ministry of Education should ensure monitoring and evaluation of ICT integration is done in all schools, The government should increase budgetary allocation for ICT integration in public secondary schools, The government should also conduct seminars and workshops to help teachers and acquire training on effective use of ICT with learner centered approaches, Kenya Institute of Curriculum Development should provide ICT learning material and equipment in all the levels of education in order to captivate learners to acquire the desired knowledge, The model suggested by the researcher is recommended to CBC as it addresses the fundamental ICT integration challenges in all learning systems. that touches both the 8-4-4 system and CBC.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 8059
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Country
Kenya
Region
Africa
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Date
2025-09
Author
ORCID
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Publisher
Commonwealth of Learning (COL)