Influence of sociocultural factors on learners’ performance in IRE. A case of Islamic religious education secondary schools in Garissa County, Kenya

Abstract

The performance of learners in Islamic Religious Education (IRE) across secondary schools in Garissa County, Kenya, remains low despite the county’s strong Islamic cultural and religious foundation. This study investigated the influence of sociocultural factors on learners’ performance in IRE. Specifically, it examined how community attitudes, religious beliefs, cultural traditions, gender norms, and peer influence shape student participation and academic achievement in IRE. The study was anchored on Social Learning Theory by Albert Bandura, which posits that learning occurs within a social context through observation, modeling, and interaction with others. A descriptive survey design was employed, targeting a population of 3,226 stakeholders including students, IRE teachers, and school administrators. Stratified and purposive sampling techniques were used to select a sample of 518 respondents. Data collection involved structured questionnaires and focus group discussions (FGDs). Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed. The findings revealed that sociocultural factors significantly impact IRE performance. Community support and alignment of religious practices with IRE content enhanced learners' engagement and understanding. Peerinfluence and the religious orientation of families also played a significant role. However, cultural practices such as nomadism, early marriage, and gender biases disproportionately affected girls’ participation, contributing to poor overall performance. Furthermore, in some communities, a growing emphasis on secular subjects over religious education was found to diminish the perceived value of IRE. The study concludes that sociocultural dynamics, both enabling and inhibiting, must be addressed to improve IRE outcomes. It recommends community sensitization programs, strengthened teacher-student engagement, gender-inclusive education strategies, and collaboration between schools and religious institutions to reinforce the value of IRE. These strategies are critical in ensuring equitable access and improved performance in IRE among all students in Garissa County.