A Comparative Analysis of the Effects of Academic and Non-Academic Outcomes of Faith-Based Education On Students in Public Secondary Schools in Jinja City, Uganda

Abstract

The study sought to assess comparatively the effects of academic and non-academic outcomes of faith-based education on students in public secondary schools in Jinja City, Uganda. This was done by identifying the components of faith-based education, finding the out-of-school outcomes of faith-based education, and establishing the academic outcomes of faith-based education.  This was well-balanced among both male and female informants. The qualitative approach was used to collect data using interviews and focus group discussions from both male and female informants who included; teachers and students, results were analyzed thematically and presented verbatim. The results found out that faith-based education is a multidimensional discipline that covers facts from both the Old and New Testaments of the Bible and is divided between Islam and Christianity. It has numerous out-of-school benefits, such as promoting unity, preventing conflict, and developing a fear of God. It has also been found to reduce drug addiction/abuse, improve community security, and make a significant contribution to HIV/AIDS prevention. It is concluded that it is essential for schools because it enables students to respect others, develop a more nuanced understanding of other people's beliefs, learn more about international affairs, strengthen their sense of well-being and ethical standards, and find personal happiness. Additionally, religious education can aid in classroom discipline and reduce "juvenile delinquency" within families. Based on the conclusions, the study recommends that the Ministry of Education and Sports ought to put an environment where religious education instruction provides them with systematic information and comprehension of a variety of faiths and beliefs, foundation bodies of schools should ensure that students' propensity for discussion be fostered for them to become religiously literate, and the management of schools should set policies which ensure that students acquire and use the knowledge and abilities necessary to comprehend, interpret, and assess texts, authorities and other types of authorities.