Date of Award

2002

Document Type

Dissertation

Degree Name

Doctor of Philosophy

School

School of Education

Program

Religious Education, PhD

First Advisor

Roy C. Naden

Second Advisor

William E. Richardson

Third Advisor

Nancy Carbonell

Abstract

Problem. The Corinthian tongues is a subject that has been extensively covered in the literature, especially in exegetical Bible commentaries, but no empirically developed curriculum for college-level instruction has been found. The purpose o f this study was to develop such a curriculum. The approach to the interpretation o f the tongues of 1 Corinthians 14 was interdisciplinary: both theological and sociological.

Method. The instructional product development method formulated by Baker and Schutz and revised by Naden was used in this study. The process consisted of ten steps including; assessment of the need for a new curriculum, identification and description of the learners, formulation of measurable behavioral objectives, preparation of pre- and post-tests, development of test item criteria, development of an instructional outline, preliminary tryout of instructional product with a small group of participants, modification of instructional product based on multiple exposures to members of the target population, presentation of the developed instructional product in a regular college class setting and statistical analysis of the cognitive and affective test scores.

Results. The standard of performance required that 80 percent of the participants score 80 percent or higher in the cognitive post-tests in each of the twelve behavioral objectives of the curriculum. The test results showed that the empirically developed curriculum was effective. More than 80 percent of the participants scored above 80 percent in each of the twelve behavioral objectives. The difference between the mean of the pre- and post-test scores was statistically significant and ranged from 85 to 89 percent. Modification of affect was also discernable. The results of the Likert scale instrument in pre- and post-test format showed a positive change in students' attitude and learning experience.

Conclusion. The statistical analysis of the data was carried out by the use of the t-est to compare the pre- and post-test scores. The scores were correlated with the level of significance set at .05 (critical t=2.0167,t42=4.81). Therefore, it was assumed that the learners were adequately motivated and that the empirically tested method used in this study contributed to cognitive mastery of the curriculum.

Subject Area

Glossolalia.

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