Abstract:
The present society is faced with challenges such as corruption, substance abuse, ethnicity and
also instances of students’ unrest characterized by violence, destruction of property, and even
death. All these vices in the society raise doubts to the effectiveness of schools in imparting
values and attitudes. Teachers of Christian Religious Education (C.R.E) are vested with the
responsibility of imparting values and attitudes during teaching. The affective domain is a
significant learning sphere in teaching and learning because it encourages the promotion of these
attributes. When values and attitudes are imparted there is need to carry out an assessment so as
to determine the various levels of achievement by learners. The purpose of this study was to
examine C.R.E teachers in the teaching and evaluation of affective domain achievements in
Emuhaya Sub-county. The specific objectives of the study were to: Investigate teacher
preparation for teaching of the affective domain in C.R.E; Explore the methods used by C.R.E
teachers in teaching the affective domain; Establish the methods used by C.R.E teachers in
evaluating learner achievements in the affective domain; To identify challenges encountered by
C.R.E teachers in the teaching and evaluation of the affective domain achievements. The
theoretical framework upon which this study was based is the Needs assessment theory which
stipulates that in a system all needs must be addressed so that the system comes up with a well
refined end product. At school level, the end product is the learner who should possess adequate
knowledge, skills and attitudes from all learning domains which includes the affective domain.
The study adopted a descriptive survey design, using both qualitative and quantitative methods of
data collection and analysis. The target population for the study was all the C.R.E teachers in
public secondary schools in Emuhaya Sub-county. The study involved all the thirty public
secondary schools within Emuhaya Sub-county and based its sample size of 70 respondents from
a target population of 87 C.R.E teachers. A sample size determined using Krejcie &Morgans’
table. Stratified, purposive and simple random techniques were systematically employed so as to
give all teachers equal chances of being involved in the study. Data collection instruments
included the questionnaire, document analysis, interview and the observation schedules. The data
were analyzed using descriptive statistics. Quantitative data was summarized into tables for easy
interpretation, while qualitative data was presented thematically. The study found out that 57.2%
of C.R.E teachers prepare for the teaching of the affective domain. The study identified methods
of enhancing the affective domain as self exploratory exercise, project method, thought sheet and
value clarifying response. The study established methods of evaluation of affective domain
achievements as observation, cumulative records, analysis of end term tests and analysis of
anecdotal records. The challenges encountered by teachers during teaching and evaluation
of affective domain achievements included the subjective nature of attributes taught &
evaluated in this domain and that objectives in this domain take too long to be realized
among others. The study recommended that pre-service training for C.R.E teachers
should have compulsory courses on methodological aspects on teaching and evaluation of
affective domain achievements; Teachers of C.R.E should renew their efforts in teaching
and evaluation of affective domain achievements since it’s by doing so that they will be
able to facilitate morals in learners hence producing educated individuals. The Ministry
of education should provide adequate in-service training on aspects of teaching and
evaluation of affective domain achievements, and Quality Assurance and Standards
Officers should intensify visits in schools so as to offer guidance on various aspects on
teaching and evaluation of affective domain achievements.