Christian Religious Education in secondary schools in Kenya occupies a key position in the 8-4-4 curriculum. This is so because it enables the learner to integrate all subjects of the curriculum into a more mature view of self, their relationship with the environment, both physical and cultural, other people and God. The purpose of the study was to establish factors that face the use of audiovisual resources for teaching Christian Religious Education (CRE) in Kimilili Division, Bungoma County in Western Kenya. Based on the study, this paper surveys the methods used by teachers in teaching CRE in the study area. The study adopted a survey research design. Random sampling was used to select both CRE teachers and students to participate in the study while stratified sampling was used to select the schools. The sample was drawn from secondary schools in Kimilili Division of Bungoma County in Kenya. The sample size was made up of 266 respondents, comprising 242 CRE students and 24 CRE teachers. Data was collected using questionnaires and observation schedules. The study used two sets of questionnaires; one for CRE teachers and another for students. The collected data was quantitatively analyzed using descriptive statistics and presented using tables and graphs. The findings showed that the CRE subject is mainly taught using verbal communication and the use of textbooks is common. Based on the findings of the study, it was recommended that curriculum planners and other educational stakeholders in Kenya should establish CRE resource centres in every County so that resources for teaching CRE can easily be availed to teachers for teaching the subject. This paper will help teachers and other educational stakeholders to understand the importance of combining various methods in teaching with the sole purpose of ensuring that learners are able to master, retain and live out the content that is taught in CRE in Kenya.
Keywords: CRE, Christian Religious Education, Kenya, Methods, Secondary Schools, Teachers
