Theses and Dissertations

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    The Effectiveness of Rubura Theological Baptist Institute's Curriculum in Equipping Pastors for the Local church Ministry in Burundi
    (2014-05-13) Nyandwi, Jean- Baptist
    This study was an evaluative research, which attempted to discover the graduates' perception of the effectiveness of Rubura Theological Baptist Institute's (RTBI) curriculum in equipping them for the local church ministry in the Union of Baptist Church in Burundi The main source of data was the RTBI's alumni ministering in the local churches, which formed the Union of Baptist churches in Burundi. Three research questions, from which the researcher produced twenty-eight questionnaire items, guided the study. The eleven closed-ended and seventeen opened-ended questionnaire items were used to collect the study data. The closed-ended questionnaire items were rated in the model of Likert- scale. The responses were analyzed quantitatively with frequency count and then percentages calculated followed with the interpretations, while the informants answered the open-ended questionnaire in which they expressed their own perception of the effectiveness of Rubura Theological Baptist Institute's curriculum in equipping pastors for the local church ministry in Burundi. The analysis and interpretation of findings revealed that the training of RTBI offered an effective preparation for the local church ministry. The relevant skills and knowledge enabled the alumni ministers to serve effectively in the local church. In general, the training helped pastors to respond to the needs of church members. Based on the findings, the researcher has further recommended the following to the RTBI's administration and the UBeB as a whole: I. The program of RTBI would be re-prepared to reflect the actual realities of Burundi, considering that alumni ministers would be involved in ministries of justice and reconciliation, leading communities characterized with ethnic, social, economic and intellectual diversity and the HIV/AIDS pandemic and its consequences. 2. The RTBI's administration should provide the teaching material of first necessity, qualified personnel, building the modern library for the sake of updating the institution and its products. 3. The curriculum must have a high degree of dynamism and flexibility. 4. Rather than having one level of material in the program, it might be fair to have the certificate, diploma, and degree level in different fields of learning at RTB I. 5. Students' recruitment procedures could be examined in order to allow in students from other evangelical churches from within and outside the country. 6. Apprenticeship, at least one year, is to be introduced in order to provide a learning situation that permits students to apply theories learnt into practice before they start the ministry after graduation.
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    The relationship between Faculty perspectives on the role of curriculum and their instructional methods
    (2014-04-28) Momoh, Edgar James
    This study aimed at investigating the relationship between faculty perspectives on the role of curriculum and their choice of instructional methods. The approach of the study was case study that was focused on faculty members at the Nairobi Evangelical Graduate School of Theology. Data for the study was collected by three means. Firstly, through the use of a modified curriculum orientation profile which was originally designed by Pat Babin of the University of Ottawa, Canada. The instrument was redesigned to fit the context of this study. The second mode of data collection was through analysis of course syllabi that were submitted to the DVCAA' s office for the second term of the academic year 2005/2006. Lastly, fourteen out of seventeen lecturers were observed during their teaching sessions. The curriculum inventory questionnaire was intended to find out the various curriculum perspectives lecturers at NEGST held. The line of inquiry into these perspectives was along those proposed by Eisner and Vallance (1974). The syllabi analysis was to investigate into the most prevalent instructional methods used by NEGST lecturers in disseminating the content of their courses. The guided observation/evaluation instrument helped in collecting data that was cross-tabulated and statistically tested in order to determine the relationship between the variables selected in the study. The findings of the study showed that faculty members at NEGST significantly upheld all of Eisner and Vallance five perspectives on curriculum. Specifically, they all rated highly on the perspective of curriculum as cognitive processes. Moreover, lecture method of instruction proved to be the most prevalent instructional method at NEGST followed by readings, and discussions method. A statistically significant relationship was found between the view on curriculum as cognitive processes and behavior modification instructional methods. Recommendations were made to the NEGST faculty and administration on how to utilize knowledge on their various curriculum perspectives in determining the areas of emphases in disseminating the content of curriculum.
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    Factors inhibiting the development of Curriculum materials for Christian Education Ministries in the Africa Gospel Church, Kenya
    (2014-04-11) Koske, Stanley Kiplang'at
    Dynamic and rapid changes in the current society call for urgent attention in the area of curriculum development in the church. Such demands require curriculum developers to study new conditions and their implications for church education. Although evangelical churches in Africa are currently involved in improving the shape of Christian education curriculum, it is being faced with a number of challenges. Africa Gospel Church (AGC) is no exception. Compelled by the inadequacy of curriculum materials for all age groups in the AGC plus the continued halting of curriculum development, the researcher embarked on this study. The study sought to investigate the factors inhibiting the development of curriculum materials for CE ministries in the AGC. The study further aimed at exploring some ways for improving the development of curriculum materials in the church. This was a descriptive study, which employed a case study research design. In the study, two crucial questions were addressed. Data was gathered from forty individuals through self-administered questionnaires. The validity of the instrument was determined by a jury test which was given to ten students from the Educational Studies Department at NEGST. Data was analyzed statistically and presented based on the research questions and hypotheses. In this procedure, six null hypotheses were tested using a Chi-square test of independence at 0.05 level of significance. The study revealed that six factors were perceived to be inhibiting the development of curriculum materials for CE ministries in the AGC. The factors were lack of training in curriculum, lack of funds, lack of cooperation, lack of planning, lack of curriculum evaluation and lack of emphasis on Christian education. Major recommendations were (1) AGC needs to mobilize local churches to financially contribute toward curriculum material development, (2) CE curriculum materials need to be evaluated and revised periodically and (3) church leaders at all levels of the AGC structure should trust and support (cooperate with) the curriculum committees in their endeavors to draw plans and produce relevant materials.
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    An Evaluation of the Learning Outcomes Focus on the Church School Curriculum : Kenya Assemblies of God Buruburu
    (2014-04-11) Manasseh, Patrick Abel Lumumba
    This study was conducted by the researcher to evaluate the 'Learning outcomes Focus' of the Church school curriculum of Kenya Assemblies of God (KA.G.) Bum Bum. The purpose of the study was four fold: 1. To ascertain that KA.G. Bum Bum church school curriculum was developed in the 'Learning Outcomes' format. 2. To ascertain whether the planned activities and the stated objectives had a logical relationship to each other. 3. To ascertain the balance between 'cognitive,' 'affective' and 'psychomotor' element emphases in the curriculum learning outcomes objective. 4. To ascertain the effective implementation of the 'Leaning Outcomes Focus' curriculum in the church school, by all stakeholders. Data was collected by means of interview, questionnaires and written records. Goals and objectives were used as criteria for judgment. Planned activities were used as items of evaluation. In this study, Learning Outcomes Focus was evaluated at the levels of format, needs, deficiencies, activities, emphases, recruitment, training and programme planning. The activities in the church school curriculum were found to be well directed towards meeting the 'Learning Outcomes Focus' (goals and objectives). The study revealed that a significant number of the 'stakeholders in KA.G. Bum Buru church were not involved in the planning and implementation of the church school's 'Learning Outcomes Focus' curriculum.
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    Factors Affecting The Development Of Curriculum Materials In The African Inland Church Of Kenya
    (2014-04-11) Olla, Woza Woyita
    This study reports an attempt to ascertain the extent to which certain perceived factors affect the development of curriculum materials at Africa Inland Church of Kenya. It was a descriptive study which was done by using the opinion of curriculum materials writers, project leaders and materials users (teachers and students) in that church. Three sets of instruments prepared by the researcher were administered and provided data for analysis. The data gathered from the respondents and the corresponding interpretations provided answers to the research questions were asked. Based on the findings possible conclusions and recommendations were made to curriculum materials writers, and project leaders on how to bring improvement in curriculum material development work. Findings of this study showed that the majority of the perceived factors are affecting the materials production work negatively. Some of the factors which are supposed to put positive impact, such as leadership and relationship among the workers, are affecting the work negatively. Above all the study ascertained that the AlC curriculum materials development project is heavily under the influence of negative factors. Thus this study calls out for urgent remedy on how to deal with those factors that affect the project negatively.
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    An evaluation of the catechism curriculum of the Anglican church of Kenya
    (2013-08-22) Okoth, George Samuel
    The purpose of this study was to explore the experiences of people who have gone through the A.C.K Curriculum that was designed as a catechesis. In this light, the study sought to explain the level of awareness of students of the program to the mission and vision of the church, it had to focus on the manner in which the students describe their readiness to handle life challenges as a result of training they obtained from the curriculum and explore the manner in which they describe their in-class experiences as they went through the program. The research was carried out in three Anglican churches within the city of Nairobi, namely, A.C.K All Saints Cathedral, A.C.K St. Stephens Jogoo Road and A.C.K St. James, Buruburu. The respondents were those who had gone through the catechetical process from 2008 to 2010. The respondents were 12 years and above, baptized and confirmed. The population of the study was 108 confirmed Anglicans from the three Churches. Using a random sampling, 12 members were selected from each of the three churches making a total sample size of 36. All the 12 participants from each Church were put into focus groups which became unit of analysis Three research questions were posited that guided the construction of the interview protocol. In relation to RQ 1 which dealt with the level of awareness of the mission and vision of the Church among members who participated in the research, the analysis of the responses revealed that all the respondents from the three congregations were aware of the first theme (Growing relationship with Christ) of the Mission Statement. Two congregations, All Saints and St Stephen’s are fully aware of the second theme (Living a life of Growth in Faith) while St James appeared unaware of this theme. In relation to RQ 2 that sought to find out the level at which participants would say that the curriculum had prepared them for life, the analysis revealed that the curriculum has prepared them to a certain level to handle doctrinal, spiritual, socio-economic, information technology and other life challenges. However, it was revealed that they have not been trained to handle health issues properly. In relation to RQ 3 that sought to capture the manner in which students describe their inclass learning experiences, the data revealed some level of dissatisfaction brought about mainly by untrained teachers, favoritism among leaders, and shortage of learning materials. Participants were however, very positive about the approach of rote learning used in the teaching method. To enhance the program, the research recommended the hiring of more qualified teachers, the provision of learning materials and the expansion of the curriculum to handle some more contemporary subjects and more flexibility among the teachers as they handle students. The curriculum should also be very intentional about sharing the mission and vision of the Church.