Abstract: This study investigated how teachers teach Religious Education (RE) at Basic Schools within the context of existential approach. The study was a descriptive sample with its target population being Religious and Moral Education (RME) teachers, in Duayaw Nkwanta of Tano North Municipal. A sample size of seventy RME teachers was chosen, from both Primary and Junior High Schools, who responded to a five-point Likert scale questionnaire. The data collected from the various instruments (questionnaire and observation) were treated statistically using both descriptive and inferential statistics appropriate for each research question. The outcome of the study confirmed existential approach is intensified through the process of pedagogical strategy in teaching RME, and this to some extend is bridging the gap between the learners’ experiences, and religious and moral experiences. The study recommended a periodic in-service training for the teachers, and the teachers’ extensive engagement of their learners for role play, simulation, group work, brainstorming, questioning, and discussion.
Keywords: Teachers; Pedagogical Strategy; Life Themes Pedagogy; Confessional Religious Education; Existential (Secular) Education; Religion; Religious Education (RE); Religious and Moral Education (RME).
Title: EXISTENTIAL EDUCATION: A PEDAGOGICAL STRATEGY IN TEACHING RELIGIOUS EDUCATION
Author: ROCHESTER WISDOM TSIGBESON
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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