Learning Motivation at Moffat College of Bible

Abstract

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.