A Comparative Analysis of Three Instructional Approaches to Teaching the Bible in Selected Korean Churches

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Autor/in	Jang, Joo Dong
Titel	A Comparative Analysis of Three Instructional Approaches to Teaching the Bible in Selected Korean Churches
Quelle	(2013), (243 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Southwestern Baptist Theological Seminary
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	9781303108778
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Biblical Literature; Religious Education; Comparative Analysis; Teaching Methods; Churches; Adult Education; Adult Students; Lecture Method; Electronic Learning; Learner Engagement; Achievement Tests; Attitude Measures; Statistical Analysis; Predictor Variables; South Korea + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Bibel; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Church; Kirche; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Prädiktor; Korea; Republik
Abstract	Problem: The problem of this study was to determine the differences in achievement and attitudes toward learning among adult Sunday School classes in selected Korean churches taught with a traditional lecture method (LT), with the 4MAT instructional method (4M), and with an interactive engagement method (IE). Procedures: In this study, 109 adult volunteers were recruited from four churches in the Seoul-Gyeonggi area of South Korea (EunDong, SoPoong, JeJa, and JangChoong Church). They were randomly assigned to one of the three research groups (4M, IE, or LT) within their church in which they were taught identical materials using different teaching methods. Immediately following the last session, an achievement test and an attitude test (Pizzo's SDS) were administered. Since 21 volunteers failed to either attend their assigned teaching sessions or to complete their tests, a total of eighty-eight volunteers who were able to complete the study were used for the statistical analysis. After calculating the mean class achievement and attitude test scores within individual churches, Kruskal-Wallis Tests were utilized to determine whether significant differences existed in the mean class achievement and attitude scores among parallel groups. Then, to create statistical equivalence and control extraneous variables, groups in which scores were significantly different from the others were identified and excluded for further analysis. For comparing achievement test scores within the combined groups, achievement test scores of the JangChoong IE group (n = 10) were excluded. Thus, a total of 78 volunteers were used to analyze achievement test scores for combined groups. For comparing attitude test scores within the combined groups, attitude test scores of the EunDong 4M group (n = 5), the SoPoong IE group ( n = 9), and the SoPoong LT group (n = 11) were excluded. Thus, a total of 63 volunteers were used to analyze attitude test scores for combined groups. Once parallel groups which were statistically equal were combined into one data set with three groups reflecting the three methods, two sets of one-way ANOVA with FLSD Post-hoc tests were conducted to test the initial hypotheses by comparing group mean scores of the achievement and attitudes tests among the three combined groups. Findings and Conclusion: There was no significant difference in the mean class achievement scores among the three research groups ( n = 78, p = 0.103, F = 2.343, a = 0.05). However, there was significant difference in the mean class attitude scores (n = 63, p = 0.000, F = 9.677, a = 0.05). Post-hoc comparisons using the FLSD test indicated that the LT group (M = 17.25, SD = 4.37) had significantly greater attitude toward learning as compared to the 4M group (M = 25.93, SD = 7.51, p = 0.000), as well as the IE group (M = 22.44, SD = 5.69, p = 0.020). Thus, the result indicates that the traditional lecture method is at least comparable to the 4MAT and the IE methods among adult learners in a Korean church context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2020/1/01