Investigating Students’ Perception towards the Teaching and Learning of RME: A novel analysis from Two Senior High Schools in Atiwa District of Ghana

This study aimed to explore students' perceptions regarding the teaching and learning of Religious and Moral Education (RME) in Senior High Schools within the Eastern Region of Ghana. The research also sought to identify the factors influencing these perceptions and the challenges students encounter in studying RME. A cross-sectional survey method was employed to gather quantitative data from students. Participants were selected from two Senior High Schools in the Atiwa District, specifically Akim Sekyere SDA Senior High School and Kwabeng Senior High School, with a total of 200 respondents involved. Data analysis was conducted using statistical measures such as means, standard deviations, and percentages. The findings revealed that students believed that the RME curriculum should be updated to include emerging religious and moral issues, reflecting contemporary societal challenges. Moreover, the study highlighted that the teaching and learning of RME in these schools foster religious pluralism, promoting understanding and tolerance among students from diverse religious backgrounds. Interestingly, despite the presence of negative behaviors or poor examples set by some RME teachers, students were not discouraged from attending RME lessons. This suggests that students may separate individual teacher behavior from the value they place on the subject itself. Based on these results, the study recommended that the Ghana Education Service (Basic Education Division) consider incorporating relevant emerging issues into the RME curriculum during its periodic review. Such updates would ensure the curriculum remains relevant and continues to address the evolving religious and moral concerns facing Senior High School students in Ghana.