Predictive Factors for Transformative Learning within ACTEA-Related Theological Institutions in Ethiopia

Reading this book can be your first step to transforming your classroom and your ministry.

Ken Coley, EdD
Southeastern Baptist Theological Seminary,
North Carolina, USA

In this outstanding research, Dr. Alemu has connected transformative learning not only to our teaching methodologies but also to the critical relationships that exist between teachers and students, as typified in the relationship between Christ and his disciples. This work is highly recommended for Christian institutions of higher learning whose mandate is to form Christ-like leaders for the church.

John Jusu, PhD
Regional Director for Anglophone Africa,
Overseas Council

In this ground-breaking study of Ethiopian ministry education, Dr. Alemu examines factors related to transformative change in students enrolled in five evangelical seminaries. His findings are both encouraging and enlightening.

Robert W. Ferris, PhD
Columbia International University,
South Carolina, USA

The goal of any theological education should be to produce transformed graduates who can bring a visible impact by transforming the church and society in their respective contexts. I highly encourage all who are involved in theological education, in one way or another, to make use of this valuable resource as they labor to produce transformed graduates for God’s kingdom work.

Frew Tamrat, PhD
Evangelical Theological College,
Addis Ababa, Ethiopia

1. Acknowledgments
2. Abstract
3. Abbreviations
4. Chapter 1 The Problem and Its Setting
1. Introduction
2. Statement of the Problem
3. Research Purpose
4. Background of the Colleges Included in the Study
1. Shiloh Bible College Ethiopia
2. Ethiopian Full Gospel Theological Seminary
3. Meserete Kristos College
4. Mekane Yesus Seminary
5. Evangelical Theological College
5. Research Questions and Hypotheses
6. Limitations and Delimitations of the Study
7. Definition of Terms
8. Research Assumptions
9. Summary of the Research Process
10. Significance of the Study
5. Chapter 2 Literature Review
1. Introduction
2. Theological Foundations for Transformative Learning
3. Transformation – the Purpose of Theological Education
1. The Need for Graduate Transformation
2. Biblical Understanding of Man – Foundations for Transformative Learning
3. Conclusion
4. Jack Mezirow’s Transformative Learning Theory
1. Conclusion
5. Alternative Conceptions for Transformative Learning
6. Transformative Learning as a Holistic Process
1. Affective Domain
2. Cognitive Domain
3. Behavioral Domain
4. Conclusion
7. Theories of Adult Learning
1. Brain Science and Learning
2. Experiential Learning Theory – David Kolb
8. Elmer’s Cycle of Learning
9. Theoretical Framework
1. Transformative Learning as a Cyclical Process
2. Transformative Learning as a Holistic Process
10. Instructional Strategies for Transformative Learning
1. Mass Instructional Strategies
2. Individualized Instructional Strategies
3. Group Instructional Strategies
4. Interpersonal Relationships in Transformative Learning
11. Chapter Summary
6. Chapter 3 Methodological Design
1. Research Purpose
2. Research Questions
3. Research Methodology
4. Research Population and Sample
5. Limitation of Generalization
6. Instrumentation
1. Instrument Description
2. Validity and Reliability
7. Exploratory Factor Analysis – Transformative Learning Experience
8. Exploratory Factor Analysis – Interpersonal Relationship
9. Exploratory Factor Analysis – Instructional Strategies
10. Research Process and Data Collection
7. Chapter 4 Analysis of Findings
1. Introduction
2. Presentation and Analysis of the Data
3. Research Question 1
1. Students’ Perception of Transformative Learning
2. Areas of Perceived Transformation
3. Focus Group Findings on Perceived Transformative Learning
4. Contributors to Transformative Learning Experience
4. Research Question 2
1. Null Hypothesis 1
2. Instructional Strategies and Frequency of Use
3. Instructional Strategies and Influence
5. Research Question 3
1. Null Hypothesis 2
2. Influence of Instructional Strategies
3. Focus Group Findings – Instructional Strategies
4. Explaining the Quantitative Data Using the Qualitative Finding
5. Classroom Observation
6. Research Question 4
1. Null Hypothesis 3
2. Student Perceptions of Influential Relationships
3. Focus Group Findings – Interpersonal Relationships
7. Research Question 5
1. Null Hypothesis 4
2. Multiple Regression Analysis with Three IVs
3. Demographic Information
8. Chapter 5 Summary, Conclusion, and Recommendations
1. Research Purpose
2. Research Questions
3. Summary of Findings
1. Research Question 1
2. Research Question 2
3. Research Question 3
4. Research Question 4
5. Research Question 5
6. Three-Factor Multiple Regression
7. Relation to the Theoretical Framework
4. Conclusions
1. Conclusion One
2. Conclusion Two
3. Conclusion Three
4. Conclusion Four
5. Conclusion Five
5. Applications
1. Application One
2. Application Two
3. Application Three
4. Application Four
5. Application Five
6. Application Six
7. Application Seven
6. For Further Study
1. Recommendation One
2. Recommendation Two
3. Recommendation Three
4. Recommendation Four
5. Recommendation Five
6. Recommendation Six
7. Chapter Summary
9. Appendix A Survey Instrument – Students
10. Appendix B Focus Group Discussion Questions
11. Appendix C Survey Instrument – Teachers
12. Appendix D Original Learning Activities Survey (LAS)
13. Bibliography