Perception of Teachers on the Use of ICT Tools in Teaching and Learning CRE in Public Junior Schools in Soy Sub- County, Uasin Gishu County

Abstract

The use of Information and Communication Technology (ICT) in religious education has become increasingly significant, offering a variety of advantages and chances to improve teaching and learning processes. Despite CRE being a booster subject, it has been experiencing a decline in performance. The primary objective of this study was to assess the perception of teachers on the use of ICT tools in teaching and learning CRE in public junior schools in Soy Sub- County, Uasin Gishu County, Kenya. A descriptive survey design anchored in the pragmatic research philosophy was adopted to integrate both quantitative and qualitative approaches. The target population comprised 124 CRE teachers and 30 head teachers drawn from public junior secondary schools in the sub-county. Using stratified and simple random sampling techniques, a sample of 103 teachers and 15 head teachers was selected. Data were collected using questionnaires, interview guides, and classroom observation checklists. Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed. The findings showed that 80% of teachers believed ICT improved learners’ understanding of CRE concepts, and 85% reported that it made lessons more interactive. About 75% of respondents stated that ICT enhanced teacher–student collaboration, while 70% felt confident using digital tools in class. Observation results confirmed that 68% of teachers effectively integrated ICT tools, and 80% used digital content such as slides, videos, and images to teach biblical concepts. However, 25% of teachers cited technical difficulties, and 40% made minimal use of online learning platforms. Qualitative interviews reinforced these findings, indicating that ICT makes CRE lessons more engaging, inclusive, and relatable. The study concludes that despite strong positive attitudes and readiness among teachers, the full potential of ICT for transforming CRE outcomes is constrained by an inability to translate belief into advanced, student-driven and collaborative pedagogical practices. The study recommends that the Ministry of Education and school management implement targeted, subject-specific professional development and infrastructural upgrades (student-access devices) to bridge this critical gap between perceived value and effective utilization.