Effectiveness of the Teaching-Learning Process of Buddhism Subject in Homagama Zonal Secondary Schools

Abstract

This study explored the way Buddhism is taught in upper secondary schools in the Homagama education zone, Sri Lanka and the teaching methods, the students' involvement and their perception of the effectiveness of learning Buddhism. The method used was convergent mixed methods that consisted of questionnaires distributed to 125 students of five schools and interviews with 10 Buddhism teachers. Storytelling and recitation continued to be common, and group discussion was less common. Pupil engagement was rated as moderate and attitudes to learning were generally good. Strong correlations were found between perceived effectiveness and teaching methods and engagement. Its observed variation was accounted for by a multiple regression model with 83.3%, with limitations in interpretation due to shared measures on the questionnaires and the cross-sectional design. Teacher interviews revealed that lack of training, time and resources are obstacles to more participatory instruction. Results indicated that a combination of culturally embedded teaching with guided discussion, reflection and practical examples should be used. The evidence only relates to the schools in which it is found and is largely perception-based rather than being measured against the moral and spiritual development of the school.

Keywords

• Buddhist education
• student engagement
• teaching methods
• perceived learning effectiveness
• Sri Lanka

How to cite

Chullanaga, G. (2026). Effectiveness of the teaching-learning process of Buddhism subject in Homagama zonal secondary schools. Eurasian Journal of Education and Psychology, 2(1), 53. https://doi.org/10.68283/ejep.v2.i1.a06