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Declining Academic Performance in Multi-faith Religious Education in Botswana Public Junior Secondary Schools

Author

Listed:
  • Baamphatlha Dinama

    (University of Botswana, P/Bag 00702, Gaborone Botswana)

  • Gaone Vivian Olesitse

    (University of Botswana, P/Bag 00702, Gaborone Botswana)

  • David Kaazumikua

    (University of Botswana, P/Bag 00702, Gaborone Botswana)

  • Maphutshe Manyenyengwa

    (University of Botswana, P/Bag 00702, Gaborone Botswana)

  • Zenzo Oratilea

    (University of Botswana, P/Bag 00702, Gaborone Botswana)

Abstract

The study investigated the possible causes regarding the decline of students’ academic performance in Religious Education in the national examinations. From the findings it is clear that Religious Education (RE) teachers are not aware that there has been a shift in the teaching of the subject from the phenomenological approach to the interpretive approach. Teachers’ inadequate knowledge and competency about the approach to be used necessarily affects the way in which they teach and assess, hence eventually affecting negatively the students’ academic performance. In order to improve the academic performance of students, all relevant stakeholders have to work together as a team.

Suggested Citation

  • Baamphatlha Dinama & Gaone Vivian Olesitse & David Kaazumikua & Maphutshe Manyenyengwa & Zenzo Oratilea, 2021. "Declining Academic Performance in Multi-faith Religious Education in Botswana Public Junior Secondary Schools," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(4), pages 257-265, April.
    • Handle: RePEc:bcp:journl:v:5:y:2021:i:4:p:257-265
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