This study investigated the factors influencing student academic performance in
Christian Religious Education (CRE) in public secondary schools in Makadara
Constituency, Nairobi County. Despite the subject's relevance to moral and spiritual
development, its academic performance has been on a decline, prompting the need for
this analysis. The study was guided by four objectives: to examine the influence of
student attitude and teacher competence, to investigate the impact of teaching
methodology and student engagement, to assess the availability of learning resources,
and to evaluate the relevance and effectiveness of the CRE curriculum content.
The research adopted a descriptive survey design targeting Form Two and Form Three
students and CRE teachers in three randomly selected public secondary schools. A
total of 97 students and 6 teachers participated. Data was collected using structured
questionnaires and analyzed using the Statistical Package for Social Sciences (SPSS),
with findings presented in tables and charts.
Results revealed that student attitude and teacher competence significantly affect CRE
performance, with motivated learners and well-prepared teachers contributing to
better outcomes. Additionally, the use of interactive teaching methodologies and
sufficient student engagement was linked to improved understanding and retention.
Availability of textbooks, instructional materials, and digital tools also positively
influenced performance. Lastly, a relevant and well-structured curriculum helped
foster moral development and academic success.
The study concludes that student-centered teaching approaches, teacher training,
improved resource allocation, and curriculum reform are essential to enhancing
performance in CRE. Recommendations include strengthening teacher competencies,
increasing parental involvement, and integrating practical religious applications in
pedagogy. The findings provide insights for educators, policymakers, and curriculum
developers aiming to improve CRE outcomes in public secondary schools.