The significance of supportive structure in improving student achievement in knowledge of the history of the Christian church in a Kenyan Bible college.
Description:
The problem of this study was to determine whether Kenyan Bible college students who receive instruction using a modified (highly structured) mastery learning model will demonstrate greater achievement in knowledge of Christian Church history as compared to Kenyan Bible college students who receive instruction using a traditional (minimally structured) non-mastery learning model. The subjects were 17 second-year Kenyan Bible college students enrolled in a course on Christian Church history, and…
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Date:
May 2004
Creator:
Duncan, David D.