EGERTON UNIVERSITY

(NJORO CAMPUS)

PROJECT TITLE: DIVISION OF THE BOOKS OF THE BIBLE.

STUDENT NAME: GLADYS JERUTO YANO

REG. NUMBER: EP13/03632/14

FACULTY: EDUCATION AND COMMUNITY STUDIES

DEPARTMENT: C.I.E.M.

COURSE TITLE: LEARNING RESOURCE PROJECT

COURSE CODE: EDCI 398

TEACHING PRACTICE ZONE: ELDORET

SCHOOL: CHELALANG SECONDARY SCHOOL

ZONE COORDINATOR: DR SHADRACK CHEPLOGOI

DURATION: MAY TO JULY

DECLARATION

I, Gladys Yano, declare that this is my original work and has never been produced anywhere
within this institution.

Student-teacher
Name………………....................................Sign……………………….Date………………

HOD
Name……………………………………....Sign……………………….Date………………

Principal
Name……………………………………...Sign…………….………….Date……………….

Supervisor
Name……………………………………...Sign……………….……….Date……………….
ABSTRACT

The lack of a profound understanding and appreciation of the various sections of the Bible makes
it difficult for learners to place the Biblical passages they study within the overarching context of
the Biblical stories. Developing a visual teaching and learning material illustrating these sections
may stimulate the concretization of concepts covered in Christian religious studies in students'
long-term memory and motivate further learning. This paper proposes a project to illustrate these
sections into a visual teaching and learning resource to be used by teachers and students. The
main materials used for the project include one piece of plywood, timber, hinges, nails, and
permanent markers. The board will be divided into two halves and joined by hinges in the
middle, forming a book-like structure. The left side will contain sections of the Old Testament,
while the right side will hold the sections of the New Testament. This project will be a valuable
tool for both teachers and learners and will likely improve performance in Christian religious
studies.
ABSTRACT

This project is concerned with the subject Christian Religious Education under the topic,
‘TheBible’ basically on the divisions of the Bible. The major reasons for choosing this topic
are:After carrying out investigations on the subject performance under the topic ‘The Bible’ and
how the books are divided, I noted that the students have not been performing well in this
particular topic. This is because in many reference books such as: K.L.B. C.R.E. book
1,Foundation C.R.E. book 1, Living the Promise C.R.E. book 1 and many others, the
divisionshave just been highlighted without the use ofany structure.

Secondly, I realized that the school has no real teaching aid that deals with this concept. This
makes it difficult for students in form one where the topic is introduced to have a
basicfoundation to this concept that is crucial for Paper One in C.R.E. examination in K.C.S.E.
forthe form fours.

Thirdly, I realized that the learners gets good mastery of the concept when instructional media
such as models are used to provoke their curiosity in addition to their classroom
books.Therefore, this instructional media will aid their understanding of this topic greatly.The
project involves making an instructional media that will be used in teaching and learning deeply
how the books in the Bible have been structured. The instructional media will show clearly, how
the books are structured in both the Old and New Testaments.Therefore, the instructional media
will be made by drawing the divisions of the Bible and their sub-divisions on a portable board.

TABLE OF CONTENTS
1 CHAPTER ONE.......................................................................................................................1

1.1 INTRODUCTION............................................................................................................1

1.2 BACKGROUND..............................................................................................................1

1.3 PROJECT JUSTIFICATION............................................................................................2

1.4 OBJECTIVES...................................................................................................................2

1.5 PROJECT PROBLEM IDENTIFICATION.....................................................................3

 1.6 SIGNIFICANCE OF THE PROJECT..............................................................................3

2 CHAPTER TWO......................................................................................................................4

2.1 INTRODUCTION............................................................................................................4

2.2 LITERATURE REVIEW.................................................................................................4

3 CHAPTER THREE..................................................................................................................6

3.1 INTRODUCTION............................................................................................................6

3.2 PROJECT METHODOLOGY..........................................................................................6

3.3 PROJECT DESCRIPTION...............................................................................................6

3.3.1 Old Testament............................................................................................................6

3.3.2 The New Testament...................................................................................................7

3.4 PROJECT DESIGN..........................................................................................................8

3.4.1 Division of Old Testament.........................................................................................8

3.4.2 Division of New Testament.......................................................................................9

3.5 PROJECT UTILIZATION...............................................................................................9

3.6 PROJECT SUSTAINABILITY........................................................................................9

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1 CHAPTER ONE

1.1 INTRODUCTION
The Bible is a small library of books, and one can easily get lost while trying to make
sense of its teachings and tenets. Context plays a significant role in conveying the meanings of
the Bible, as with any other information source. Parachuting into a random section of the Bible
without understanding its surrounding context may effectively be the difference between getting
its meaning and losing it. Altogether, the books of the Bible tell an epic unified story about how
God works through the people of Israel to bring order and beauty out of the chaos of the world.
The story begins with God architecting the universe, followed by his election of humanity to rule
his creation together with him. However, humanity falls into the temptation of darkness,
resulting in exile from the Garden of Eden into the world where the stage is set for a seemingly
eternal battle between good and evil. But out of the chaos rises Abraham, a man that marks the
departure of a new relationship between God and humanity which is carried out all the way to
the New Testament through people like David, Solomon, Moses, Samuel, and later through Jesus
Christ. However, darkness still finds its way into men’s hearts ushering in times of extreme
suffering like exile and captivity for the people of Israel as God's punishment to them for their
sins. Even their best representatives like kings, judges, and priests gave in to the temptation of
sin. This story is the overarching theme in the Bible that is carefully interwoven into its books. It
illustrates humanity's sinful nature and inability to resist darkness and God's unyielding
determination to save it. The story builds up hope for a new leader who would come and renew
all creation as promised in Genesis. It gives context to the biblical stories and eliminates the
confusion one may face when they parachute into a new book. This paper proposes an
illustration of the various divisions of the Bible. The story described here will act as a backdrop
(background) to help students figure their way out through the complex architecture of the Bible.
It will enable students to place the books of the Bible and their stories in the context of a
universal overarching theme.

1.2 BACKGROUND
Flamingo secondary School was founded in the year 1970s. The current school principal
is Mr. Aggrey Agessa Ndagona. The school is located 500 meters from Nakuru town and has a
population of1200 students, 45 teaching staff members, and 10 support staff members. It has 7
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streams form one,6 streams form 2,5 streams form3 and 4 streams form 4. The school attained
mean scores of 2.85 in 2022 KCSE .

1.3 GEOGRAPHICAL LOCATION

The school is located in Nakuru County in the former Rift Valley Province.
Administratively, it is situated in Bondeni location. The immediate neighbor to the school is
Nakuru polytechnic

1.4 PROJECT JUSTIFICATION

I have considered the illustration of the divisions of the Bible after the following
considerations:

 The illustration requires minimal materials to execute, making the project's overall
cost relatively

low.

 Besides textbooks and revision materials in the humanities department at Sacred

Heart Boys Rongai, there are limited learning resources. This project will produce a
valuable visual aid to help students concretize the architecture of the Bible.
 The school has readily availed the materials needed for this project's implementation.
The school has provided the plywood for the illustration and a carpenter to assist in
the initial stages.

1.5 OBJECTIVES
This project is meant to satisfy the following:

i. Reinforce retention of knowledge about the Bible by increasing understanding through a

visual perception of the architecture of the Bible.
ii. Help students understand the surrounding context while studying the biblical stories.
iii. To make learning real by allowing students to visually and physically interact with the
visual representation of the Bible’s architecture occasionally, even daily.
iv. To convert the information learned about the divisions of the books of the Bible into
actionable wisdom.
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1.6 PROJECT PROBLEM IDENTIFICATION

Generally, the school has well-established departments under the Dean of Studies (DOS)
leadership. However, there is a gap requiring filling in the humanities department, which
manages Christian Religious Studies (CRE). This gap is the inability of students to place the
biblical stories they find themselves studying within the context of the overarching theme of the
Bible. First, it is essential to note that this is not a problem unique to this school alone. It cuts
across many if not all schools. It also affects religious understanding outside of academia.
Despite an elegant solution to the problem being part of our knowledge for centuries, it has not
been exploited well enough in academia as a foundational building block in ensuring a successful
lifelong study of the Bible. Students and general Christians alike find studying the Bible
overwhelming due to the wide breadth of its content. However, the divisions of the Bible,
recognized for a long time, elegantly solve this problem by placing the books within the context
of an overarching general theme that cuts across the biblical stories. While these divisions are
included within the school curriculum, the curriculum fails to emphasize the concept well
enough. For instance, through repetition, one could turn this knowledge into a helpful tool for
aiding successful learning. Books can only go so far. The rest of the burden falls on the teacher
to convert the information contained in books into helpful knowledge that lasts a lifetime.
Knowing the divisions of the books of the Bible is the first step, but transforming that learned
information into actionable wisdom is the solution that this project aims to produce.

1.7 SIGNIFICANCE OF THE PROJECT

This project will have a tremendous impact on students' understanding of biblical stories.
Other benefits to students will include improved performance on the subject and improved
critical thinking skills, which will enable them to analyze the Bible concretely. Moreover, the
project will subsequently impact the school's performance in final examinations.

Additionally, the project will help other teachers as a visual teaching aid. Since the
project is permanent, it will outlast its usefulness for this course and assist teachers in the school
in teaching CRE in the future.
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2 CHAPTER TWO

2.1 INTRODUCTION
This chapter will explore the existing literature on teaching and learning resources in
Christian religious studies.

2.2 LITERATURE REVIEW

Teaching and learning resources are essential for any field of study, and Christian
religious studies are no exception. They can take many different forms, including books, articles,
websites, and multimedia. Students can use them to learn more about any topic and by teachers
to supplement their teaching.

One of the benefits of teaching and learning resources is that they can help to improve
student engagement and learning. Ikwuka and Adigwe (2017) conducted an in-depth study on the
impact of ICT as a teaching and learning resource in Christian religious studies in Nigeria. The
study, which "comprised 1,483 students from 14 public secondary schools," found that students
who received the intervention of ICT as a teaching and learning resource had a tremendous
improvement in their performance. Moreover, the research found that using ICT as a teaching
and learning resource eliminated the gender gap between male and female students' performance
in Christian religious studies. Resources can provide students with new information and
perspectives, which can help to expand their understanding of the topic. In addition, resources
can help to stimulate students' interest in the subject matter and encourage them to continue
learning.

Another advantage of teaching and learning resources is saving teachers’ time.

Unfortunately, Christian religious studies do not receive as many resources as other subjects to
acquire or develop teaching and learning resources. According to a study that involved about
sixty educators, Christian religious studies teachers do not receive enough instructional materials
or infrastructural facilities to aid teaching (Jegede, 2018). More learning resources will save
teachers time. They can redirect this time to other areas. Instead of searching for relevant
information themselves, teachers can access it easily through resources. This is especially helpful
when there is a large amount of material to be covered in a given class period.
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Overall, teaching and learning resources are essential for Christian religious studies. They
can help students learn more about the topic at hand, saving teachers time. Therefore, educators
must have access to reliable resources (Njoku & Njoku, 2015). Fortunately, there are many
available options. Hopefully, teachers will choose both practical and appealing resources for
their students. Ultimately, this will ensure that students gain the most from their studies in
Christian religious studies.
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3 CHAPTER THREE

3.1 INTRODUCTION
This chapter will discuss the project design and methodology, project description,
materials used, project utilization, and project sustainability.

3.2 PROJECT METHODOLOGY

The project will be an illustration of the various sections of the Bible displayed on a
wooden board using a pencil to sketch and a permanent marker final stage. I will use white paint
as my base to ensure the legibility and readability of the contents.

The board will be divided into two parts connected in the middle with hinges to look like
a book. This design choice will improve the portability and durability of the project since it will
be easy to carry and store. The left side of the board will feature the sections contained in the Old
Testament, while the right side of the board will feature the sections contained in the New
Testament.

3.3 PROJECT DESCRIPTION

This project will illustrate the books contained in the following sections of the Bible in
the Old and New Testament. The following is a brief description of each of those sections:

3.3.1 Old Testament

3.3.1.1 The Pentateuch
The Pentateuch is the first section of the Bible and contains the first five books of the
Bible: Genesis, Exodus, Leviticus, Numbers, and Deuteronomy. These books tell the story of
creation, the Israelites' escape from slavery in Egypt, their journey to the Promised Land, and the
laws God gave to them (Ehrman, 2018). The Pentateuch is important for Christian religious
studies because it tells the story of God's relationship with humanity and contains essential
teachings about God's commandments.

3.3.1.2 The Historical Books

The Historical Books are the second section of the Bible and contain the books of Judges,
Samuel, Kings, Isaiah, Jeremiah, and Ezekiel. These books tell the story of Israel from before its
exile to Babylon to its return to Jerusalem in 537 BC. The Historical Books are essential for
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Christian religious studies because they provide a historical context for some of the themes found
in the Pentateuch.

3.3.1.3 The Poetic and Wisdom Writings

The Poetic and Wisdom Writings are the third section of the Bible and include the books of Job,
Psalms, Proverbs, Ecclesiastes, Song of Songs, and Isaiah. These books are often called “the
wisdom literature” because they discuss many important topics such as love (Songs of Songs),
wisdom (Job), faithfulness (Proverbs), and God’s justice (Ecclesiastes) (Ehrman, 2018). The
Poetic and Wisdom Writings are essential for Christian religious studies because they offer
wisdom from ancient times that can help us understand the Bible more deeply.

3.3.1.4 The Major Prophets

The Major Prophets are a group of six books written about 500 years before Jesus' birth
(MacArthur, 2005). These books include Isaiah, Jeremiah, Ezekiel, Daniel, Amos, and Hosea.
The Major Prophets are essential for Christian religious studies because they provide a unique
perspective on God's plan for the world. They also reveal Christ's ministry and teachings.

3.3.1.5 The Minor Prophets

The Minor Prophets are a group of twelve books written about 100 years before Jesus'
birth. These books include Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah, and
Malachi (MacArthur, 2005). The Minor Prophets are important for Christian religious studies
because they provide a unique perspective on God’s plan for the world. They also reveal Christ’s
ministry and teachings.

3.3.2 The New Testament

3.3.2.1 The Gospels
The Gospels are the fourth section of the Bible and contain the four books of Matthew,
Mark, Luke, and John. These books tell the story of Jesus’ life, ministry, death, resurrection, and
ascension. The Gospels are important for Christian religious studies because they provide a
historical context for some of the themes found in the Bible. They also offer a unique perspective
on Jesus’ life and teachings that is not found in the other books of the Bible.
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3.3.2.2 The Acts of the Apostles

The Acts of the Apostles is the fifth section of the Bible and contains books written by
Luke about Paul’s journey from Jerusalem to Antioch, his conversion, and his ministry (Ehrman,
2018). The Acts of the Apostles is vital for Christian religious studies because it provides a
detailed account of Paul's evangelism and ministry. It also shows how the early church grew and
developed after Jesus' death.

3.3.2.3 The Epistles

The Epistles are letters written by apostles (such as Paul) to churches in different parts of
the world. These letters offer advice and guidance on living a good life according to God's
standards. The Epistles are important for Christian religious studies because they provide a
unique perspective on Jesus' life and teachings that is not found in the other books of the Bible.

3.3.2.4 The Revelation or the Apocalypse

The Revelation or the Apocalypse is a book that John wrote about the world's end. The
Revelation is important for Christian religious studies because it provides a detailed description
of what will happen at the end of the world. It also contains prophecies about Christ's return and
ultimate victory over Satan.

3.4 PROJECT DESIGN

3.4.1 Division of Old Testament
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3.4.2 Division of New Testament

3.5 PROJECT UTILIZATION

The project will be helpful for teachers in reinforcing a better understanding of the Bible
in learners. Through repeated use, students will develop the ability to place any Biblical story
within the context of the overarching theme of the Bible.

3.6 PROJECT SUSTAINABILITY

The project will be durable because it will be illustrated on plywood which cannot be
destroyed easily. The use of a permanent marker for illustration also ensures the project's
durability.
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References

Ehrman, B. D. (2018). The Bible: a historical and literary introduction. Oxford University Press.

Ikwuka, O. I., & Adigwe, J. E. (2017). Effect of ICT on secondary school student's academic
performance in Christian Religious Studies in Oshimili North Local Government Area.
International Journal of Innovative Science, Engineering & Technology, 4(5), 373-384.

Jegede, D. (2018). Challenges facing Christian Religious Studies Teachers in Federal Capital
Territory, Abuja, Nigeria. Electronic Research Journal of Behavioural Sciences, 1.

MacArthur, J. F. (2005). The MacArthur Bible Commentary. Thomas Nelson.

Njoku, N. C., & Njoku, D. I. (2015). Challenges to Effective Implementation of Christian

Religious Studies Curriculum: A Study of Secondary School Pupils in Ebonyi State of
Nigeria. Journal of Education and Practice, 6(18), 176-180.

3.7
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APPENDICES

Appendix 1 - Calendar of Events

Week Activities Personnel Involved

1 Need assessment and project DOS, student-teacher, and

survey. previous subject teacher.

Discussion with DOS

2 Project proposal writing and HOD, student-teacher, and

project approval. supervisor.

3 Material collection and Student-teacher and DOS.

purchase.

4-5 Project development. Student-teacher, carpenter,

and learners.

6 Project completion. Student-teacher and learners.

Class demonstration.

7-8 Report writing and assessment Student-teacher and

supervisor

Appendix 2 - Budgetary Estimates and Materials Used

Item Quantity Unit Cost (Ksh) Total Cost (Ksh) Remarks

Plywood 1 700 700
Timber 60`
Hinges 1 350 350
Paint 0.5L 600 300
Nails (1``) 0.5kg 240 120
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Markers 3 50 150
Pencil 2 25 50

TOTAL 1670