Student Perceptions of the Integration of Faith, Learning, and Practice In an Educational Methods Course

‘From Pinnacle to Trough’: Christianizing and Secularizing Contemporary African Higher Educational Institutions

“…These issues were described to be a holistic intention that would affect all facets of human existence. Burton & Nwosu (2013) add that Christian education can be deciphered to be the integration of faith based and learning. From the American early missionaries thrust for education, Bowen in Ejiogu (1986) states that it was likened to…”

Students' Perceptions of Integration of Faith and Learning and Intentional Teaching Strategies at a Christian University

“…A limited amount o f information is known about students' perceptions o f faithlearning integration strategies that are intentionally planned and used by teachers. Noting dissimilar expressions among professors in Christian schools o f what integration o f faith and learning (IFL) is, Burton and Nwosu (2003) considered the impact o f these inconsistencies on students' perceptions of IFL and their learning experiences in and beyond the classroom (pp. 110-11).…”

“…Noting that Holmes (1975/87, pp. 47-60) had identified four approaches to integration o f faith and learning (attitudinal, ethical, foundational, and worldview), Burton and Nwosu (2003) also suggested adding pedagogical as a fifth approach because o f the importance students placed on various teaching-learning approaches, including interaction and setting: "For these students, 'how' the material was presented was just as important as 'w hat' was presented. These results are consistent with Nwosu's (1999) findings based on her classroom observations and interviews" (p. 130).…”

“…Based on their findings, Burton and Nwosu (2003) recom m ended further research to probe student perceptions of IFL but in varied settings and w ith students who are not denominationally homogenous (pp. 132-133).…”

“…Although some research has been done in the area o f what teachers do to encourage faith-leaming integration and how students perceive and respond to those strategies (Burton & Nwosu, 2003;Lawrence et al, 2005), much more can be discovered. Therefore, in order to more fully understand students' perceptions o f integration o f faith and learning, it is necessary to examine in more detail than before the meanings they attach to the term integration o f faith and learning as well as other descriptions and expressions within the context of each individual's classroom experiences.…”