The purpose of this study was to examine the school-based factors affecting the teaching and
learning of Christian Religious Education (C.R.E) in public secondary schools in Konoin
SubCounty, Bomet County, Kenya. It was guided by the following objectives: to examine the
impacts of different types of instructional materials in teaching and learning C.R.E.; to evaluate
how the school environment affects the teaching and learning of C.R.E., and to assess the role of
student attitudes and motivation in the learning of C.R.E. The study was anchored on Socio-
cultural theory developed by Russian psychologist Lev Vygotsky, which emphasizes on the role
of social interaction in the development of mental abilities such as speech and reasoning in
children. The study adopted a descriptive survey research design and employed a quantitative
approach. A total of 133 respondents participated, comprising 118 students and 15 C.R.E.
teachers from selected public secondary schools in Konoin Sub-County. Data was collected
using structured questionnaires and analyzed using the Statistical Package for Social Sciences
(SPSS). The findings revealed that inadequate instructional materials, such as textbooks,
religious posters, and visual aids, significantly hindered the delivery of C.R.E. content. The study
also established that an unconducive classroom environment, including overcrowded classes,
noise disruptions, and limited instructional time, negatively affected students’ engagement and
comprehension. In addition, the study found that student motivation was inconsistent, with peer
perception and limited teacher encouragement influencing learners’ willingness to study C.R.E.
outside class. Despite these challenges, the study identified strategies for improving C.R.E.

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performance, including the use of diverse teaching methodologies, provision of adequate
instructional resources, and increased teacher support. The study recommended that school
administrators prioritize professional development in C.R.E. instruction, teachers adopt
interactive strategies such as dramatizations and multimedia tools, and parents actively support
moral education at home. These findings underscore the need for a collaborative effort among
stakeholders to enhance the effectiveness of C.R.E. education.