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The Development and Formative Evaluation of Instructional Materials and Procedures Designed to Teach the Concept of Christian Witness

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The Development and Formative Evaluation of Instructional Materials and Procedures Designed to Teach the Concept of Christian Witness Andrews University Digital Commons @ Andrews University Dissertation Projects DMin Graduate Research 1976 The Development And Formative Evaluation Of Instructional Materials And Procedures Designed To Teach The Concept Of Christian Witness Gordon Gale Bietz Andrews University Follow this and additional works at: https://digitalcommons.andrews.edu/dmin Part of the Practical Theology Commons Recommended Citation Bietz, Gordon Gale, "The Development And Formative Evaluation Of Instructional Materials And Procedures Designed To Teach The Concept Of Christian Witness" (1976). Dissertation Projects DMin. 153. https://digitalcommons.andrews.edu/dmin/153 This Project Report is brought to you for free and open access by the Graduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Dissertation Projects DMin by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact [email protected]. ABSTRACT THE DEVELOPMENT AND FORMATIVE EVALUATION OF INSTRUCTIONAL MATERIALS AND PROCEDURES DESIGNED TO TEACH THE CONCEPT OF CHRISTIAN WITNESS by Gordon Gale Bietz Chairperson: Robert Moon ABSTRACT Problem The members of the Seventh-day Adventist Church must witness if they are to fulfill the Gospel commission and spread the three angels' messages. Two factors which may be hindering the develop­ ment of an active lay witness are: (1) a lack of understanding about what witness really is and, (2) an inadequate understanding of how to witness. Methods The methods used were divided into three activities. The first was the review of theological and instructional literature toward the end of the development of instructional materials. The second activity was the use of these materials during which formative evaluation took place. The evaluation included in-process evaluation as well as the use of a class evaluation questionnaire and an inter­ view procedure. The third activity involved an analysis of the information gathered for the improving instructional procedures and personal skill in teaching. Results The majority of the students reported the class as having been successful in meeting its objectives and aiding them in witness. Categories of statements that were most helpful in formulating ways to improve the instruction were: (1) those who suggested the need for more specific examples of witness experience, (2) those who appreciatéd the outlining of the essential facts of the Gospel for presentation to another, (3) those who found a closer relation­ ship with Christ in the class. Conclusions The results of the formative evaluation suggest the direction to move in the future are: (1) the development of more specific examples of witness, (2) the development of teacher aids to guide teachers in instructing the students on the development of their own outline of the Gospel, and (3) the awareness of the teacher of the potential of the teaching of witness as a tool for leading students to Christ. From the author's personal experience it is suggested that instruction would be strengthened with more actional- oriented instructional procedures to give the students opportunity for appropriate practice. It is also important that Academy Bible teachers need training in contemporary instructional theory. Andrews University Seventh-day Adventist Theological Seminary THE DEVELOPMENT AND FORMATIVE EVALUATION OF INSTRUCTIONAL MATERIALS AND PROCEDURES DESIGNED TO TEACH THE CONCEPT OF CHRISTIAN WITNESS A Project Report Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Ministry by Gordon Gale Bietz July 1976 THE DEVELOPMENT AND FORMATIVE EVALUATION OF INSTRUCTIONAL MATERIALS AND PROCEDURES DESIGNED TO TEACH THE CONCEPT OF CHRISTIAN WITNESS A project presented in partial fulfillment of the requirements for the degree Doctor of Ministry by Gordon Gale Bietz APPROVAL BY THE COMMITTEE: Chairperson : Robert Moon Date Dean, SDA Theological Seminary TABLE OF CONTENTS Chapter Page I. INTRODUCTION . ....................................... 1 The Need ................................... 1 Statement of the Problem.......................... 5 Objectives .................. ........... 6 Definitions ....................................... 7 Overview of Study ................................ 8 II. THEOLOGICAL CONSTRUCT ................ 9 Definition ................ ........ 9 The Witness of God's Revelation .......... 12 God's Witness Community ........................... 16 The Witness as a Whole Person . ................. 26 The Witness: His Motivation ....................... 32 The Witness: M e t h o d o l o g y .......... 35 The Ethics of Persuasion.......... 46 S u m m a r y ........................ 48 i::i. INSTRUCTIONAL LITERATURE............ .............. 50 Communication Theory . .............. 50 Selected Instructional Principles ......... 59 The Student ........ ............... 64 The Teacher .................. .......... 71 Evaluation . i .............. 73 IV. PROCEDURES .............. .............. 78 Witness Textbook Preparation ............ 78 The Academy Bible Class .............. 79 The Adult Seminar ...................... 81 The Interviews ........ .............. 83 V. RESULTS . ............ 86 The Textbook .................... 86 The Academy Bible Class .............. 91 The Adult Seminar . ....................... 124 The Interviews ............ ........ 131 iii TABLE OF CONTENTS (Continued) Chapter Page VI. SUMMARY, CONCLUSIONS, RECOMMENDATIONS AND IMPLICATIONS.......... 134 Summary., Conclusions, Recommendations . 134 Implications ........................ ....... 145 APPENDICES .............. 150 Appendix A .............. 151 Appendix B . .................... 153 Appendix C ............ 163 Appendix D . .............. 165 SELECTED BIBLIOGRAPHY ................. 232 VITA .............................. 243 tv CHAPTER I INTRODUCTION The Need The members of the Seventh-day Adventist Church must witness^- if they are to fulfill the Gospel Commission (Matthew 28:19-20) and spread the Three Angels’Messages. As the Strachan law says, "the ex­ pansion of any movement is in direct proportion to its success in mobilizing its total membership in continuous propagation of its be- liefs." Two factors which may be hindering the development of an active lay witness in the Seventh-day Adventist Church are: (1) a lack of understanding about what witness really is and (2) an inade­ quate understanding of how to witness. When a church has an organized educational system it would be expected that one of its major objectives would be to communicate such concepts as witness through that system to its young people. The Church’s program of Bible instruction at all grades was thought by some to be lacking. This was evidenced by the General Conference convening on May 9-12, 1965 an advisory committee to con­ sider the problems of the Bible courses. This council was chaired ^For a definition of witness see under definitions on pages 7 and 8. ^Kenneth Strachan, "Call to Witness," International Review of Missions 53 (April 1964):191-215. 1 2 by R. S. Watts of the General Conference and had representatives from all levels of Adventist education. The need for the new materials on the secondary level was based partly on a study done by Akers and Moon^ and the concern that the materials being supplied by the General Conference Department of Education were not being used extensively by Academy teachers.3 The Advisory Committee’s secondary subcommittee prepared a paper that outlined a proposed secondary level Bible curriculum. The concepts presented in that paper were approved by the committee in January of 1970.^ They were immediately implemented because of the committee's concern about the secondary level Bible instruction. From the secondary subcommittee recommendations a unit of Senior Bible to be called Witness was commissioned.^ An analysis of the prior Bible materials reveals little empha­ sis as to what it is to witness and how to witness. On the secondary leyel the ninth and tenth grade materials presented stories from the ^-Minutes of Meetings of the Advisory Committee on Bible Teach­ ing held May 9-12, 1965. General Conference of Seventh-day Adventists, Washington, D.C. ^Robert Moon and George Akers, "Study of Secondary Level In­ structional Material" (Andrews University, 1966). ^An evaluation of the responses to a survey of teachers done in 1967 by George Akers demonstrated that many were not using the materials and those who were suggested a change. 4"A Religion Curriculum Design for Seventh-day Adventist Sec­ ondary Schools," (January 1970) Department of Education. ^Advisory Committee on Bible Teaching held January 8-10, 1973. General Conference of Seventh-day Adventists, Washington, D.C. 3 Old Testament, the story of Jesus, and church history.-*- None of them dealt with witness except from a factual, historical basis. The eleventh grade book, Principles of Life,^ was on Bible doctrines and chapter 99 entitled,"The Work of the Church," had three pages that spoke of the Gospel Commission and the responsibilities resulting from it. The textbook used by the Academy Seniors from 1958-1975 was entitled Facing Life and was written by T. H. Jemison.^ There was no substantive material in this book that presented the subject of wit­ ness. The only material directly on the subject included the fol­ lowing : 1. In a chapter entitled, "What You Can Do For Others,sub­ sections, ’’Lead a Consistent Christian Life," "Work to Advance God’s ■ Cause," and "Work for Salvation of Fellow
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