ASSESSMENT OF DIFFERENCE IN SELF-EFFICACY AMONG STUDENTS TAUGHT USING ECLECTIC LEARNING APPROACH AND THOSE TAUGHT USING CONVENTIONAL METHOD IN CRE IN PUBLIC SECONDARY SCHOOLS IN MACHAKOS COUNTY

The purpose of the study was to determine the difference in self-efficacy among the students taught using eclectic learning approach and those taught using conventional method in CRE in public secondary Schools in Machakos County, The study was guided by Constructivism Theory. The study adapted mixed methodology and a Quasi Experimental Research Design and to be specific the Solomon’s Four Non Equivalent Control Group Research Design. The target population comprised of 21 principals, and 1680 Form Three CRE students totalling to 1701 in the 21 extra county schools in Machakos County. Two Extra County schools (one girl’s and one boy’s school) were selected using Stratified random sampling technique. Random sampling technique was used to select 160 Form three CRE students from the two extra county schools. Each school had two streams with each stream having 40 CRE students. Two principals were sampled using purposive sampling. The total number of respondents were 162. The study used students’ questionnaires, tests and interview guide as tools for data collection. The research instruments were piloted in one Extra-County Girl’s school and one Extra-County Boy’s school in the neighboring Makueni County to ascertain validity and reliability. The data was analyzed using descriptive and inferential statistics with the help of STATA Version 14. Presentation of data was done using tables. The study deduced students self-efficacy, was significantly greater once students were taught CRE using eclectic learning approach compared to when they were taught CRE using convectional learning approach. The study recommends that there is need to improve students’ self-efficacy through boosting their self-image, self-identity, self-esteem, and role performance by integrating the eclectic learning approach with the conventional methods; there is need for concerted efforts from the various stakeholders including the ministry of education, principals and teachers to integrate eclectic learning approach.