Teachers’ Use of Life Themes Pedagogy in Christian Religious Studies: A Survey of Senior High Schools in Brong Ahafo Region, Ghana
Martin Owusu, Seth Asare-Danso

Abstract
The purpose of the study was to assess the extent to which teachers in the Brong Ahafo Region of Ghana employed instructional practices that conformed to the Life Themes pedagogy in their teaching of Christian Religious Studies (CRS). The outcome of the study would determine whether or not teachers related the teaching of Religion to the existential experiences of learners. This will provide guidance for policy makers and teachers on the need for making students’ real life experiences the basis for teaching Christian Religious Studies. Thirtysix Christian Religious Studies teachers responded to a five-point Likert scale questionnaire. The teachers who were used for the study were selected using the purposive sampling method. Descriptive statistics was used to analyse the data collected. The study revealed that teachers’ instructional practices conformed to the Life Themes pedagogy to a large extent, and that they were able to bridge the gap between the students’ existential experiences and biblical experience. The study recommends that, in-service training be organised for teachers; group work should be encouraged; questioning and discussion methods should be used extensively; and practical dimension of the subject (CRS) should be explored.

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