Date of Graduation

5-2013

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Curriculum and Instruction (PhD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Miller, Michael T.

Committee Member

Daugherty, Michael K.

Second Committee Member

Smith, Thomas E.C.

Third Committee Member

Shirley, Chris

Keywords

Education; Adult education; Faith-based education; Learning activities; Nonformal education; Perspective transformation; Transformative learning; Learning theory

Abstract

The study adapted an existing instrument to examine perspective transformation and its associated factors in participants of evangelical faith-based adult nonformal education in the Midwestern United States. Stratified random one-stage cluster sampling of 11 churches produced a nonprobability sample (N = 597) that was significantly (p < .05) different from the population of the geographical location of the study. An 86% majority self-reported a level of agreement or stronger of perceived transformation of perspectives, but differences predicted by gender were insignificant. The difference in perceived perspective transformations between respondents aged 40-59 that had the highest levels and respondents aged 60 and above that had the lowest levels was significant. The factors of influential individuals, personal reflection, and thought-provoking learning assignments significantly predicted all four factors of perspective transformation; the Writing Assignment factor was a significant negative predictor of only the Perception of Change factor, and a significant positive predictor of only the Future Benefits factor. The study recommended that additional research on faith-based frames of reference and age category differences. The study also recommended that faith-based practitioners consider emphasizing transformative learning experiences and personal reflection in their programs for adults.

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