Title:
Enhancing Religious and Moral Education (RME) Performance Among Aswaq C Basic 7
Learners in Wenchi Municipality Through Activity-Based Learning Methods
Table of Contents
CHAPTER ONE................................................................................................
INTRODUCTION..........................................................................................
CHAPTER TWO...............................................................................................
REVIEW OF RELATED LITERATURE..............................................................
CHAPTER THREE............................................................................................
METHODOLOGY..........................................................................................
CHAPTER FOUR............................................................................................
PRESENTATION AND DISCUSSION OF FINDINGS..........................................
CHAPTER FIVE.............................................................................................
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.................................
CHAPTER ONE
INTRODUCTION
1.0 Overview
This chapter introduces the study by outlining the background, statement of the
problem, purpose, research questions, significance, and limitations. The chapter also
presents an overview of how the study fits into the broader educational context.
1.1 Background to the Study
Religious and Moral Education (RME) plays a crucial role in shaping the values,
attitudes, and behavior of learners. It equips young people with moral principles, social
responsibility, and respect for religious diversity (Adu-Gyamfi, Donkoh, & Addo, 2016).
However, in many Ghanaian classrooms, RME is often taught through teacher-centered
approaches such as rote memorization and lectures (Agbeti, 2014). This tends to make
the subject abstract, less engaging, and disconnected from learners’ real-life experiences.
Activity-Based Learning (ABL), on the other hand, emphasizes active
participation, hands-on experiences, and critical thinking (Bonwell & Eison, 1991).
Through role play, group discussions, dramatization, case studies, and storytelling,
learners are better able to connect RME concepts to their personal lives. Research
suggests that activity-based strategies improve learners’ comprehension, retention, and
moral reasoning (Prince, 2004; Dogbe, 2017).
In Wenchi Municipality, particularly at Aswaq C Basic School, Basic 7 learners
show relatively low performance in RME, especially in areas that require application of
moral principles in real-life situations. This suggests a need for a shift in pedagogy from
teacher-centered to learner-centered methods.
1.2 Statement of the Problem
Observation and preliminary assessments at Aswaq C Basic School revealed that
many Basic 7 learners perform poorly in RME tests, particularly those requiring
interpretation of moral lessons. Learners tend to memorize religious facts but struggle to
apply them in context. The reliance on lecture-based approaches makes RME abstract,
thereby limiting learners’ active engagement and critical thinking. This creates a research
gap: how can learner-centered strategies such as activity-based learning enhance
performance in RME?
1.3 Purpose of the Study
The purpose of this action research is to investigate the effectiveness of activity-
based learning methods in enhancing the RME performance of Basic 7 learners at Aswaq
C Basic School in the Wenchi Municipality.
1.4 Objectives of the Study
1. To assess the current performance level of Basic 7 learners in RME.
2. To implement activity-based learning methods in RME lessons.
3. To evaluate the effect of activity-based learning methods on learners’ performance
in RME.
1.5 Research Questions
1. What is the current level of performance of Basic 7 learners in RME at Aswaq C
Basic School?
2. How can activity-based learning methods be applied in teaching RME?
3. What is the effect of activity-based learning methods on learners’ RME
performance?
1.6 Significance of the Study
1. This study is significant because it will:
2. Provide insights for teachers on how activity-based strategies can improve RME
performance.
3. Help learners develop not only academic skills but also moral reasoning and
values.
4. Inform curriculum developers and policymakers on the importance of learner-
centered approaches.
1.7 Delimitation
The study focused on Basic 7 learners at Aswaq C Basic School in Wenchi
Municipality. Only activity-based strategies such as role-play, group work, storytelling,
and moral case studies were considered.
1.8 Limitations
Challenges included limited time for intervention, possible bias in learners’
responses, and lack of adequate teaching resources.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 Overview
This chapter reviews literature related to teaching Religious and Moral Education
(RME) and the use of activity-based learning methods. It covers the concepts of RME, its
importance, challenges in teaching, and how activity-based learning strategies can be
applied effectively.
2.1 Concept of Religious and Moral Education (RME)
Religious and Moral Education (RME) is a subject taught at the basic level in
Ghana aimed at instilling moral values, respect for diversity, and tolerance among
learners (Ministry of Education, 2019). The subject seeks to help children develop an
understanding of their responsibilities toward themselves, their families, and society. It
further emphasizes the role of moral principles in guiding human behavior.
RME provides learners with opportunities to reflect on issues such as honesty,
hard work, peace, tolerance, and respect. According to Agbeti (2014), RME equips young
learners with values that promote national unity, social justice, and spiritual growth.
Thus, the subject is not only about knowledge acquisition but also character formation.
2.2 Importance of RME in Basic Education
The significance of RME in Ghana’s educational system is seen in the following:
1. Moral Development – RME helps shape learners’ sense of right and wrong,
enabling them to make responsible choices.
2. Religious Tolerance – By studying various religions, learners develop mutual
respect and appreciation for cultural and religious diversity.
3. Social Responsibility – RME promotes honesty, discipline, and patriotism, which
are essential for nation-building.
4. Character Formation – The subject encourages learners to live by principles
such as truthfulness, hard work, and compassion.
2.3 Challenges in Teaching RME
Despite its importance, the teaching of RME faces some challenges:
Over-reliance on Lecture Method: Many teachers use lecture-based approaches,
which make the subject abstract and boring for learners (Ampiah, 2010).
Limited Teaching Resources: Lack of visual aids, storybooks, and other
instructional materials hinders effective teaching.
Learner Passivity: Students often memorize religious facts without reflecting on
or applying moral lessons.
Time Constraints: The curriculum is sometimes broad, leaving little time for
interactive teaching strategies.
2.4 Activity-Based Learning Methods in RME
Activity-Based Learning (ABL) refers to methods that engage learners actively in the
learning process through participation, practice, and collaboration (Bonwell & Eison,
1991). In RME, activity-based strategies include:
1. Storytelling – Using narratives from scriptures or cultural traditions to explain
moral concepts.
2. Role Play – Learners act out scenarios that reflect moral dilemmas, helping them
understand consequences of decisions.
3. Group Discussions – Encourages learners to express opinions on ethical issues
and respect diverse views.
4. Dramatization – Learners perform short plays on themes like honesty, hard
work, or forgiveness.
5. Moral Case Studies – Real-life examples are analyzed to determine right or
wrong actions.
6. Drawing/Art Activities – Learners design posters or symbols that reflect key
moral lessons.
Such strategies make RME lessons interactive, practical, and memorable.
2.5 Summary of the Review
The literature emphasizes that RME is essential for developing moral and social
values in learners. However, traditional lecture methods often make it ineffective.
Activity-based learning strategies such as storytelling, role play, dramatization, and group
discussions have been found to promote critical thinking, learner engagement, and
application of moral lessons.
CHAPTER THREE
METHODOLOGY
3.0 Overview
This chapter outlines the research design, population, sampling, instruments, intervention
procedure, data collection, and methods of analysis.
3.1 Research Design
The study adopted an action research design, which involves planning, acting,
observing, and reflecting in order to improve teaching and learning in a classroom
context (Kemmis & McTaggart, 2000).
3.2 Population and Sample
The population consisted of all Basic 7 learners at Aswaq C Basic School in Wenchi
Municipality. A total of 30 learners (15 boys and 15 girls) were purposively selected as
the sample for the study.
3.3 Research Instruments
1. Pre-test and Post-test – to assess performance levels before and after the
intervention.
2. Observation Checklist – to monitor learner participation during activities.
3. Questionnaire – to collect learners’ views on the effectiveness of activity-based
learning.
3.4 Intervention Procedure
The intervention lasted three weeks, with two lessons per week (45 minutes each).
Week Activity-Based Strategies Used Lesson Focus
Week Storytelling & Group Moral lessons from honesty and
1 Discussions truthfulness
Week Role Play & Dramatization Respect, forgiveness, and tolerance
Week Moral Case Studies & Debates Hard work, responsibility, and discipline
3.5 Data Collection Procedure
Pre-test was conducted before the intervention.
Observations were recorded during lessons.
Post-test and questionnaires were administered at the end.
3.6 Data Analysis
Quantitative data from pre-test and post-test were analyzed using descriptive statistics
(mean, percentages, frequency tables). Qualitative data from observations and
questionnaires were analyzed thematically.
CHAPTER FOUR
PRESENTATION AND DISCUSSION OF FINDINGS
4.0 Overview
This chapter presents the findings of the study in relation to the research questions. Data
are presented using tables and discussed accordingly.
4.1 Pre-Test Results
Table 4.1: Pre-Test Results of Learners
Score Range Frequency Percentage (%)
(%)
0 – 29 5 16.7
30 – 49 16 53.3
50 – 69 7 23.3
70 – 100 2 6.7
Total 30 100
More than half (53.3%) of the learners scored below 50%, showing low initial
performance.
4.2 Post-Test Results
Table 4.2: Post-Test Results of Learners
Score Range Frequency Percentage (%)
(%)
0 – 29 0 0.0
30 – 49 3 10.0
50 – 69 8 26.7
70 – 100 19 63.3
Total 30 100
After the intervention, 63.3% of learners scored above 70%.
4.3 Comparison of Pre-Test and Post-Test
Test Mean Score (%) Improvement
Type
Pre-Test 42 –
Post-Test 68 +26
The mean score increased by 26 percentage points.
4.4 Observation Results
Criteria Before Intervention After Intervention
Level of Participation Low High
Asking and Answering Minimal Frequent
Questions
Group Interaction Weak Strong
Enjoyment of Lessons Low High
Learners became more active, engaged, and enthusiastic.
4.5 Learners’ Perceptions
Most learners reported that role plays, storytelling, and debates made RME lessons more
enjoyable and easier to understand. They also indicated that they could now apply moral
lessons in real-life situations.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.0 Overview
This chapter summarizes the major findings of the study, draws conclusions, and makes
recommendations.
5.1 Summary of Findings
1. Pre-test results showed low performance in RME, with a mean score of 42%.
2. Post-test results showed significant improvement, with a mean score of 68%.
3. Observation revealed increased learner participation, group interaction, and
enthusiasm.
4. Learners’ perceptions confirmed that activity-based learning strategies made RME
more enjoyable and practical.
5.2 Conclusions
1. Traditional lecture methods limit learner engagement and performance in RME.
2. Activity-based learning significantly enhances learner performance and moral
reasoning.
3. Activity-based methods make RME lessons practical, engaging, and memorable.
5.3 Recommendations
For Teachers: Adopt activity-based methods such as storytelling, role play, and
dramatization.
For School Administrators: Provide teaching materials and encourage
interactive teaching.
For Curriculum Planners: Emphasize learner-centered approaches in RME
curriculum.
For Future Researchers: Study long-term effects of activity-based learning on
learners’ moral behavior.
