School of Education, Arts and Social Sciences (SEAS)

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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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    Factors attracting Muslim students to Christian institutions of higher learning
    (2014-04-11) Hassane, Dan Karami
    The purpose of this study was to discover the factors that attract Muslim students to Christian institutions of higher learning. The overall aim was to discover the theory that emerged in helping to understand what motivates Muslim students to attend Christian institutions of higher learning. Data was collected through Observations, discussions in focus groups, and face to face semi-structured interviews with fourteen participants, five Muslim students from catholic University of Eastern Africa (CUEA), and nine Muslim students from African Nazarene University (ANU). The findings revealed two categories of Muslim students: Those who were closed to any contact with Christians when they came to school, "Muslim brothers" and those who mixed with other Christian students from the beginning, "Christian friends". The study showed that Muslim students were "attracted" by some factors, but were also "pushed" sometimes, by other factors. It seems that "Muslim brothers" are "attracted" by the "school reputation" and sometimes "pushed" by the "parents/sponsors motivations". The "Christian friends" are mostly attracted by "the • school environment" and sometimes "pushed" by "student's motivations" mostly by other Muslim alumni of the same University. This study also revealed a phenomenon of one factor, "the attitude of the student", being influenced by four other factors when the student starts interacting with the school community members. A student can move from a group ("Muslim brothers", for example) to another ("Christian friends") or even becoming a Christian from a radical Muslim position through the power of Holy Spirit, when students are exposed to the Word of God in the compulsory chapel or the requested Bible and Christian ethics classes. From the findings, recommendations were made of exploring the possibility of extending the study to the Muslim alumni of Christian institutions of higher learning and investigating their relationships with Christians and people of other faiths. This would help to have a clear picture of the contribution of Christian education to Muslim understanding of the Christian faith. A multiplicity of studies of the phenomenon of Muslim students in Christian universities in different African contexts would lead to a greater understanding of the profound reasons motivating Muslims to attend Christian institutions of higher learning.