Enhancing Learner Engagement in Christian Religious Education Through Drama-Based Pedagogy in Suba South Sub-County, Kenya: A 4D Instructional Model

This study investigated ways in which Drama-Based Pedagogy (DBP) can enhance learner engagement in Christian Religious Education (C.R.E) within a Kenyan secondary school context. Anchored in Vygotsky’s sociocultural theory, the research addressed challenges of declining performance and disengagement in C.R.E attributed to traditional, teacher-centred practices. Using qualitative research with action design, two intervention cycles were implemented with 56 Form Two learners and two C.R.E teachers in Suba South Sub-County in Kenya. Data was collected from lesson observations, structured interviews, and focus group discussions. Findings revealed that DBP employing techniques such as role-play, storytelling, and improvisation promoted cognitive, emotional, and behavioural engagement by transforming passive learning into active participation. Learners demonstrated improved comprehension, motivation, collaboration, and moral reasoning, while teachers transitioned into facilitators of knowledge co-construction. From these outcomes, a 4D instructional model, i.e. Discover, Dramatise, Discuss, and Debrief, was developed to structure experiential C.R.E lessons. The framework guided learners from exploration to dramatisation and reflective dialogue, culminating in deep conceptual understanding and real-life application of biblical principles. The study concludes that integrating DBP through the 4D framework fosters meaningful, learner-centred instruction aligned with Kenya’s CBC. It recommends professional development for teachers to build capacity in drama facilitation and reflective pedagogy. This approach provides a replicable model for enhancing engagement and learning outcomes across other humanities subjects.