Pedagogical Knowledge Base of Religious and Moral Education Teachers in Assessing Students’ Academic Performance

Statement

M

SD

I teach RME with real, concrete and present

situation of learners as basis.

4.24

.88

Religious concepts only come alive when they are related to life experiences.

4.21

.91

RME should help students to build conceptual bridges between existential experiences and the central concepts of religion.

4.24

.77

Assessment procedures that give students opportunity to relate Biblical stories to life are adopted during RME lessons.

4.42

.65

I am conversant with the concept cracking approach to the teaching of RME.

3.95

.81

Students who are able to relate Biblical stories to real life experiences are given rewards to serve as motivation.

3.74

1.04

The teacher-learner interaction is very minimal because I mostly use the lecture method in teaching.

2.13

1.15

Any concept could be taught to any child provided it could be appropriately interpreted.

3.06

1.42

Concrete, real and present situation of learners are considered in asking questions in class.

4.45

.89

Students’ experiences are considered in grouping them in the classroom during RME lessons.

3.51

1.36

Students’ real life experiences form the basis of discussions in the classroom.

3.63

1.19

I relate RME topics to the life of students to a limited extent.

3.81

1.07

I do not relate RME topics to real life experiences of learners during teaching.

1.81

.95

Through the use of role- play, students are offered the opportunity to relate RME lessons to "their own life.

4.56

.50

I am conversant with the Existential Approach to teaching RME.

3.82

.71