Abstract:
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.
