School of Education, Arts and Social Sciences (SEAS)

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Subject: search.filters.subject.Nairobi Evangelical Graduate School of Theology

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    Students' Perception of Relevance of Assessment Tools at Nairobi Evangelical Graduate School of Theology
    (2014-05-15) Mlenga, Joyce Dainess
    This study was an attempt to investigate the perception of the relevance of selected assessment tools at Nairobi evangelical Graduate School of Theology by Masters' students. It was a descriptive study, which was done using the opinion of students as the basis of the investigation. The major focus of this research study was to investigate the students' perception of the relevance assessment tools used at NEGST, some factors responsible for students' perception, and what srudents considered to be the most relevant tool that lecturers should utilize to assess students' work. The data collection involved the use of both closed-ended and open-ended questionnaire. The Likert Scale of Summated Ratings also formed part of the instrument, which was used to validate some of the responses from the other questionnaire items. The instrument was distributed personally to 71 students. The research also sought to discover factors responsible for students' perception of relevance of assessment tools, therefore, the Chi-Square Test of Independence was the statistical instrument used to determine relationships. The findings of this study revealed that research papers, examinations, and tests were the most commonly used assessment tools at NEGST; research papers and examinations having almost the same degree of frequency. Furthermore, it was discovered that generally, majority of students perceived research papers and tests as highly relevant tools of assessment, while examinations were said to be relevant to a small extent. The findings further revealed that students attest to the high relevance of research papers as an assessment tool, and wished that the tool could be used most frequently. The most important aspect of this study is that students value assessment so much so that the issue of relevance of the assessment tools is of interest to them. What came out clearly from the study was that it is not just any kind of assessment tool that may prove relevant to all course contents. Furthermore, it is not the frequency with which an assessment tool is used that matters, but the issue is relevance. Based on the findings of this research study, the researcher hopes that the NEGST faculty members would be mindful to employ assessment tools that would prove most relevant for the courses they teach.
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    Influences and perceptions on writing and publishing by African faculty members serving at the Nairobi Evangelical Graduate School of Theology /
    (2014-05-06) Head, Deborah Lynn
    The need for contextually relevant Christian literature in Africa is significant. Scholars experience negative and positive influences when writing and publishing that either contributes to or detracts from the production of more literature. The purpose of the research project was to identify the subjective perceptions of writing and publishing and what has influenced these experiences among the African faculty members serving at Nairobi Evangelical Graduate School of Theology (NEGST) in Kenya, in order to understand how to better facilitate the production of African literature in the future. The experience and perceptions of the occupational, social and publishing influences on the faculty members were researched using qualitative phenomenological methods. Eight African faculty participated in open-ended interviews and select members of the NEGST administration were consulted through interviews or e-mail. Research findings were that all three spheres of occupational, social and publishing influences contributed positively and negatively to the experiences. Social and publishing factors were primarily positive while occupational ones contributed the greatest discouragements. Data analysis revealed a complex interplay of all three spheres, with an emphasis on the role of motivation, accountability and initiative by both the academic institution and the faculty. Responsibilities are shared by the two groups and must be carried out in conjunction to improve the outcomes of writing and publishing in the future.
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    An investigation into factors motivating students to enroll in Nairobi Evangelical Graduate School of Theology Extension Division
    (2014-04-16) Njuguna, Anthony Wainaina
    In the last four years, Nairobi Evangelical Graduate School of Theology (NEGST) has seen exceptional growth in its student population. This has largely been attributed to the large number of students who enroll into the Extension Division. This Division is charged with the responsibility of making NEGST' s regular program courses available through a different (extension) mode. The purpose of this study was to investigate reasons why this large number of students chose to pursue their studies through the Extension Division. More specifically, the study sought to uncover and understand the motivating factors that influenced the students into making the decision to join the Extension Division. The research was a qualitative study, and data was collected using focus groups. Three different focus groups met and the researcher himself acted as the moderator of the sessions. There were a total number of twelve male and six female students from different parts of the country who participated in the focus group sessions. Data recorded during these sessions were then transcribed, and analyzed. The findings revealed that there were twenty motivators that influenced the student as they wrestled with the question of whether or not to join the Extension Division for studies. These reasons were then categorized under three theoretical constructs namely: Factors related to internal motivators, factors related to external motivators and finally, those factors that were related to the program itself. The study revealed that the interplay of any number of these reasons was ultimately responsible for informing the student's decision to join the Extension Division. Based on these findings, recommendations were made that would help NEGST's Marketing Division target potential students with a greater awareness of their preferences. Recommendations were also made that would help the Extension Division remain sensitive and responsive to the unique needs of the adult learners who made up their customer base.
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    An investigation into the types of student-teacher interactions at Nairobi Evangelical Graduate School of Theology
    (2014-04-16) Okaalet, Sarah Katisi
    The study involved identification and description of types of interactions that exist at Nairobi Evangelical Graduate School of Theology (N.E.G.S.T) with the aim of bringing an awareness to the administration, faculty and students, of the school hoping they will be helped in their interactions with one another. A survey of some students and teachers was conducted. The independent variables were age, self - esteem, gender, marital status, length of time spent at N.E.G.S.T., and culture. The dependent variables were types of interactions, namely, formal and informal. A response was obtained from fifty nine students who had completed at least one year at N.E.G.S.T. and from twelve faculty members. Information was collected through questionnaire that was basically closedended with a few items that were open-ended. Important features of this study are the recommendations it offers to improve the teacher-student interactions based on a review of available literature on studentteacher interactions and the survey carried out at N.E.G.S.T. In the survey both teachers and students tended to prefer formal interactions over and above informal ones. Of significance is the knowledge this study avails to all Christian educators who seek to become role models after the manner of Christ and his disciples.
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    Perception of Christian Education students of the relevance of various teaching methods used at Nairobi Evangelical Graduate School of Theology
    (2014-04-15) Mungathia, Florence Muthoni
    This study is an attempt to investigate C.E students' perception of the relevance of various teaching methods used at Nairobi Evangelical Graduate School of Theology (NEGST). It was a descriptive study, which was carried out using opinion of students as the basis for investigation. The research further investigated some of the factors that may influence students' perception of the teaching methods. The data collection involved the use of a closed-ended questionnaire, part of which was developed using the Likert Scale of Summated Ratings to determine the opinions of the respondents. The instrument was distributed personally to 17 students. The research also sought to discover factors that may infl uence the perception of the students on the teaching methods, therefore Chi Square Test of Independence was the statistical instrument used to determine the relationship. The major focus of this research was to investigate the students' perception of the relevance of teaching methods used at NEGST and some of the factors responsible for students' perception. By this the researcher hopes that NEGST faculty will have an idea of students' perception of the methods they adopt so that they can consciously adjust, adapt and modify them in order to increase teaching-learning process at NEGST. It was discovered that generally, majority of the students perceived the teaching methods used at NEGST as relevant but the research revealed that gender, year of study and program of study did not influence the perception of relevance of teaching methods. It was therefore recommended that more research be carried out to find out factors that could be influencing students' perception of the teaching methods.
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    An evaluation of the Sunday school programme at the Nairobi Evangelical Graduate School of Theology
    (2014-04-11) Natana, Wesley Bokati
    The purpose of this study was to evaluate the Sunday school Programme at N.E.G.S.T. The researcher investigated the Sunday School's planned activities, teaching methods, teaching materials, curriculum and facilities as measured against the aims and objectives of the Sunday School to find out whether or not the Sunday School was achieving its aims and objectives. Data was gathered by means of interview, questionnaires and personal observation. Aims and objectives were used as criteria for judgment. Though the Sunday School Programme at N.E.G.S.T. did not have any written aims and objectives, interview with the Superintendent and the teachers' responses from the questionnaires indicated that the aims and objectives of the Sunday School were: to teach the word of God to children; to reinforce what Christian parents were teaching their children at home; to provide Christian teaching for children who came from non-Christian homes; to enable children to fellowship; to help children grow in Christian faith and character; and to provide an alternative avenue of training to children who might not otherwise have the chance to go to any church service with their parents, due to transport difficulties. All the activities of the Sunday School Programme were found to be geared toward meeting the aims and objectives. Similarly, teaching methods were found to be based on the planned activities and teaching materials used were related to the teaching methods and the planned activities.