Abstract:
The role of the teacher and gender on students’ attitude towards the subjects done in school
including C.R.E is important as a way of improving performance in examinations. This paper examines how
gender based opinions and teachers influence students’ attitudes towards Christian Religious Education
(henceforth, CRE) in secondary schools in Kenya and how these reflect on the performance in the subject. The
study uses questionnaires which consist of both close and open-ended items. The close ended items have
statements each rated on a 5-point Likert scale ranging from Strongly Agree to Strongly Disagree. It is notable
that the more positive the learners’ attitude is, the better the performance. On the contrary, gender influence
have the least impact as the majority of the learners evenly distributed across the various achievement brackets
thought it had no impact on the choice of C.R.E at all.
