A MIXED METHOD APPROACH TO STUDY THE LEARNING PATTERNS OF THEOLOGICAL STUDENTS IN INDIA AND ITS IMPLICATIONS FOR EFFECTIVE TEACHING STRATEGIES
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Date
2019
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DEPARTMENT OF ADVANCED THEOLOGICAL STUDIES SAM HIGGINBOTTOM UNIVERSITY OF AGRICULTURE, TECHNOLOGY AND SCIENCES PRAYAGRAJ, U.P. INDIA
Abstract
This research is a mixed method approach to study the learning patterns of
theological students in India and thereby finding its implications for effective teaching
strategies. The mixed method approach is undertaken to ensure that the study findings
are grounded in participant’s experiences. The quantitative side of the explanatory
mixed-methods research study is done using Vermunt’s ILS, aiming to identify the
learning styles and learning components of theological education students from ATA
accredited and SOS affiliated colleges. In all 1612 student data from 33 theological
colleges (ATA-17 and SOS-16) across the nation were collected from both streams.
The methodology utilized in this enquiry demonstrates an original, challenging and
rigorous approach.
Statistical analysis of quantitative data is done. Measures of Central tendencies
of all students (ATA and SOS ) indicate that Application directed learning patterns is
the lowest and Reproduction directed learning pattern is the highest among all the
students in both streams. Comparison of learning patterns between students of ATA and
SOS streams indicate that there exists a significant difference in the Application
directed, Meaning directed and Reproduction directed learning patterns whereas there is
no significant difference in the Undirected learning pattern. Further eleven learning
components are identified in the area of Study Activities, six learning components in
the area of Study Motives, and six learning components in the area of Study Views.
Based on the quantitative results the requisite semi-structured interview
questions for qualitative data collection is determined. Qualitative data from 35
theological faculty (ATA-15, SOS-20) are collected through personal interviews. Later
qualitative data is collected using 6 Focus Group Discussions with 36 students
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altogether coming from 6 colleges (ATA-3, SOS-3). Eight teaching-learning
components are identified from the personal interviews of teaching faculty, identifying
the perceptions of teaching strategies and eleven teaching-learning components are
identified from focus group discussions of students, primarily exploring their learning
environments. The process of data collection, analysis and triangulation contributed to
minimize the potential for bias.
The qualitative data is analyzed with the help of HyperResearch software.
Comparing the analysis results of qualitative data and quantitative results led to
identification of corresponding factors, and clarification of how qualitative data
explains quantitative results emerged. Quantitative data that is collected to identify
students’ learning styles and learning components could correlate with the qualitative
data collected from students and teachers to perceive their learning styles, learning
components, teaching strategies and classroom environment, respectively.
The results of the study lead to the unearthing of a teaching-learning framework
that can be used in theological colleges as a teaching-learning model and named as the
“ECO-system of learning.” The three essential components in this model needed for
effectiveness are to have (i) Environment of learning (ii) Competencies for teaching
and (iii) Obligatory contents. The “ECO-system of learning” named by the researcher
as “Ecoducation” which has the potential to create a new space of operation in the
classroom in order to engage with the students effectively, is the underlying proposition
that is surfacing. The suggestion for theological institutions is to institutionalize
“Ecoducation” which is based on adult learning methodology or andragogy, in their
colleges. The application of “Ecoducation” when appropriately implemented can
improve adult pedagogic qualit
Description
Ph. D. Thesis
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