School of Education, Arts and Social Sciences (SEAS)

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Author: search.filters.author.Jusu, John KpalehHas files: Yes

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    Factors that Influence the Attitudes of Adolescents Towards Christian Religious Education in Nairobi secondary schools /
    (2014-05-19) Jusu, John Kpaleh
    This research was designed to determine the factors that influence the attitude of students towards Christian religious education. Consequently, the present research faced a dual purpose. In the first place, it sought to identify the type of attitude students in Nairobi secondary schools offering CRE as an examinable subject express towards CRE and secondly to ascertain the demographic and pedagogical variables that may be related to such attitudes. Two hundred and twenty-two (222) Forms 2 and 3 students were randomly selected from six schools operating the local 8.4.4 system of education to make the research sample. The students were requested to rank by preference the subjects they were taking in the present term of the research. From the rank lists, two groups of students were identified: those who ranked CRE high and those who ranked CRE low. These two categories of students formed the bases for the examination of the factors that were considered to influence the attitudes of students towards CRE. The crosssectional design was used and the instrument for data collection was designed after the Likert Method and Scaling. The student version of the Statistical Package for the Social Sciences was used for analyses of data collected. The research revealed that generally, students have a positive attitude towards CRE, but the positive attitude was not related to demographic factors of age, level of education, Church attendance, involvement in Church activities and gender. The attitude of students was related to pedagogical factors. The students' perception of the role of CRE in the curriculum, the content and approach of CRE, and the textbooks used in CRE were found to be related to the attitudes of students towards CRE. Students generally accept the role of CRE in the curriculum as worthwhile. Unlike those with a negative attitude towards CRE, students with a positive attitude towards CRE have a favorable disposition towards the content of CRE, the approach teachers use for CRE and the textbooks used in CRE. Notably, the research revealed that students do not generally perceive their teachers as honest, friendly and dependable, they are, generally further convinced that their teachers do not know them very well.
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    An Examination of Some of the Factors that influence Students' Perception of Relevance of the Christian Ministries Programme of the NEGST
    (2014-04-14) Jusu, John Kpaleh
    This study reports an attempt to ascertain the extent to which a group of selected students in the Christian Ministries Programme of the Nairobi Evangelical Graduate School of Theology perceive the courses offered to them in the programme as relevant to their needs. It was in effect an evaluative study which was done using the opinion of the students about the courses as the criteria for evaluation. The research further went ahead to determine the various factors that may have an influence on the opinion of the students on the courses in the proqramme. The data collection involved the use of a closed-ended questionnaire, part of which was developed usinq the Likert scale of summated Ratings to determine the opinion of the respondents. This instrument was administered to 18 students in the programme. Since the research also sought to ascertain factors that may influence the perception of the students, the statistical instrument used to determine these relationships as the Chi Square Test of Independence. The major focus of this research was to identify areas in the programme that may need special attention and consideration of those involved in the training of the spouses of theological students in the bid to providing a relevant programme. These areas were identified with the help of the literature reviewed and the results of the tested hypotheses. Generally, it was observed that students in the programme perceived the courses they were required to take as relevant except for a few courses.