DOI: 10.36347/sjahss.2017.v05i05.002

Pages: 434-442

The society today is faced with challenges such as crime, corruption, ethnicity, alcoholism and substance abuse such that there is doubt if proper values are taught in schools. The rapid degradation of values in the society poses a heavy challenge in society and particularly in secondary schools. The affective domain of learning plays a significant role in enhancement of values if teachers put effort in ensuring objectives is well written and achieved through progressive teaching. The study was designed to assess attainment of affective domain objectives in teaching of Christian Religious Education (C.R.E.) in Kisumu East Sub County. It sought to assess how teachers state affective domain objectives in planning of (C.R.E.) lessons, determine methods and teaching resources teachers use to enable them attain affective domain objectives and to establish challenges faced by C.R.E. teachers to attain affective domain objectives. The study used Krathwohl’s taxonomy of writing instructional objectives which focused on how affective domain objectives can be written. The study adopted descriptive survey design to describe how teachers stated objectives, used methods and resources in teaching C.R.E. Data was collected using questionnaires, observation, interview schedules and document analysis. Quantitative technique was employed to assign numerical values to response from teachers while qualitative technique was used to analyze data from observation and interview schedules. The findings indicated that teachers were not correctly stating affective domain objectives, applying relevant methods and resources during teaching to attain affective domain objectives.