Declining Academic Performance in Multi-faith Religious Education in Botswana Public Junior Secondary Schools

Baamphatlha Dinama, Gaone Vivian Olesitse, David Kaazumikua, Maphutshe Manyenyengwa and Zenzo Oratilea
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Baamphatlha Dinama: University of Botswana, P/Bag 00702, Gaborone Botswana
Gaone Vivian Olesitse: University of Botswana, P/Bag 00702, Gaborone Botswana
David Kaazumikua: University of Botswana, P/Bag 00702, Gaborone Botswana
Maphutshe Manyenyengwa: University of Botswana, P/Bag 00702, Gaborone Botswana
Zenzo Oratilea: University of Botswana, P/Bag 00702, Gaborone Botswana

International Journal of Research and Innovation in Social Science, 2021, vol. 5, issue 4, 257-265

Abstract: The study investigated the possible causes regarding the decline of students’ academic performance in Religious Education in the national examinations. From the findings it is clear that Religious Education (RE) teachers are not aware that there has been a shift in the teaching of the subject from the phenomenological approach to the interpretive approach. Teachers’ inadequate knowledge and competency about the approach to be used necessarily affects the way in which they teach and assess, hence eventually affecting negatively the students’ academic performance. In order to improve the academic performance of students, all relevant stakeholders have to work together as a team.

Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:5:y:2021:i:4:p:257-265

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