Theses and Dissertations

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    Learning and Teaching in Theological Colleges :a case study.
    (2014-05-16) Nshimiyimana, Deogratias
    The purpose of this study was to explore if teachers in theological colleges teach according to their predominant learning styles or according to the teaching styles of teachers they most preferred during their college studies. This study answered the following questions: 1. What are the learning styles of Kenyan theological college teachers? 2. What are the teaching styles which were preferred by Kenyan theological college teachers during their college studies? 3. What are the teaching styles used by teachers in Kenyan theological colleges? In an attempt to arrive at better resul ts, three instruments were used: the Group Embedded Figures Test (GEFT), Teaching Strategies Inventory I (TSI), and Teaching Strategies Inventory II (TSI). After collecting, analyzing, and interpreting the data, the findings of the study revealed that: 1. Every teacher has a distinctive learning style. 2. During their college studies, teachers in theological colleges preferred a teaching style that tended to be more Field Sensitive than Field Independent. 3. Teachers in theological colleges used a teaching style that tended to be different from the teaching style they preferred during their college studies. 4. There appears to be a relationship between one's learning style and one's teaching style. The important features of this study are the implications drawn from the findings which are useful to improve the teaching-learning process based on a review of the avail.able literature in the area of leaning and teaching styles, and the knowledge it contributes to the field of education.
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    Learning Motivation at Moffat College of Bible
    (2014-05-08) Mutua, Sophia Wanjiru
    This study sought to discuss learning motivation at Moffat College of Bible. In order to answer the research questions, I conducted an interview with the Moffat College of Bible students in the higher diploma to collect data. Data were gathered through interviews with twenty five students of the higher diploma class. The data were analyzed using the grounded theory procedures outlined by Strauss and Corbin (1998). Students identified five basic factors, which they said have an influence upon their motivation. The five factors follow: (1) the perceived future utility of the course, (2) the practical nature of the course, (3) the student-teacher relationship, (4) the teacher's characteristics, and (5) the teaching methods used in the course. The analysis of the findings from this study, on the factors influencing student motivation at Moffat College of Bible, has shown that there are four major values represented emerged from the data: (1) the value of success in the ministry, (2) the value of relationships, (3) the value of cooperative learning, and (4) the value of self- advancement theories. After the integration of the literature, the writer recommends that the Moffat College of Bible should have full time teachers who are dedicated to student learning. An effective Christian teacher is the one who sees himself as a servant. An attitude of servant-hood is not only Christ-like but it is essential to teaching in the classroom.