Effect of Christian Religious Studies Teachers’ Knowledge of Human Development on their Teaching Practices. Influence of Demographic Characteristics

Ph.D. Eric Mensah, Serwaa Ampofo Ansah and Isaac Obiri Ampem
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Ph.D. Eric Mensah: Department of Arts Education, Faculty of Humanities and Social Sciences Education, College of Education Studies, University of Cape Coast, Cape Coast, Ghana West Africa.
Serwaa Ampofo Ansah: Department of Arts Education, Faculty of Humanities and Social Sciences Education, College of Education Studies, University of Cape Coast, Cape Coast, Ghana West Africa.
Isaac Obiri Ampem: Department of Arts Education, Faculty of Humanities and Social Sciences Education, College of Education Studies, University of Cape Coast, Cape Coast, Ghana West Africa.

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 4, 740-759

Abstract: The study sought to find out the effect of CRS teachers’ knowledge of human development on their knowledge of teaching practices. The influence of their academic qualifications, professional qualifications and teaching experiences on their knowledge of human development and teaching practices were sought. Through the cross-sectional survey design, quantitative data was collected from 23 CRS teachers and 400 students through a questionnaire. Census method was used to involve all teachers whiles the proportionate random sampling was used to select the students. Results from the study showed that CRS teachers have high knowledge of human development and teaching practices. Results of the factorial ANOVA portrayed that CRS teachers’ academic qualifications, professional qualifications and teaching experiences do not simultaneously and individually significantly influence their knowledge of human development (F (16,3,) = 1.412, p = .352, partial ƞ2 = .790) and teaching practices (F (16,3,) = 3.555, p = .063, partial ƞ2 = .905). Simple linear regression results portrayed that teachers’ knowledge of human development lowly explains 6% of the variance in knowledge of teaching practices (F (1, 21) =.109, p= .744, R =.297a, R2= .055, R2 Adjusted = .042) although the effect is not significant. It was recommended that GES should assign only qualified and professional teachers to teach CRS. The assignment of unqualified and non-professional teachers to teach the subject has been a major issue. Again, GES should collaborate with the NaCCA to organise periodic workshops for CRS teachers in the country irrespective of their qualifications and teaching experiences.

Date: 2024
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