Dissertation/Thesis Abstract

A comparison of the lecture method with the sermonic/narrative approach to instructing systematic theology at Alliance Theological Seminary.
by Gillen, Kevin M., D.Min., Nyack College, Alliance Theological Seminary, 2016, 143; 10188980
Abstract (Summary)

This purpose of this doctoral project is to evaluate the effectiveness of implementing a new education methodology in teaching systematic theology. The project assesses the level of engagement and application seminary students are able to gauge in their classroom experiences. The intervention methodology is called the “sermonic/narrative” and it was applied as the andragogical methodology in systematic theology courses at Alliance Theological Seminary. In explaining the conceptual framework, studying the theological foundations, and researching the effectiveness of the methodology, this study has shown that the sermonic/narrative approach is more effective in engaging students in the classroom experience than the traditional lecture methods. Additionally, students were able to more readily apply the lessons they had been exposed to when being taught through the sermonic/narrative method. Although student performance levels were not evaluated in this study, the literature will show that deeper engagement in classroom experiences leads to better student learning.

Indexing (document details)
Advisor: Widbin, Bryan, Schepens, Bennett
Commitee: Chan, Frank, Sanders, Martin
School: Nyack College, Alliance Theological Seminary
Department: Christiian Leadership
School Location: United States -- New York
Source: DAI-A 78/06(E), Dissertation Abstracts International
Subjects: Theology, Religious education, Education philosophy
Keywords: Education, Learning-styles, Lecture, Methodology, Narrative, Theology
Publication Number: 10188980
ISBN: 9781369429619
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