Date of Award

5-2015

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Education

Abstract

This action research study investigated teacher and student perceptions regarding the impact of worldviews on educational outcomes in an urban, lower income setting in Nicaragua. Two Christian schools, one representing a holistic biblical approach and the other a dualistic approach in similar socio-economic settings were selected for a primarily non-experimental quantitative study to find out whether a holistic biblical worldview orientation in teachers was perceived as more effective in producing student transformation that connected with service to the community. A third school representing a secular approach was included as additional point of comparison. Participants included seven teachers and twelve fourth-grade students from each school. Teachers were surveyed to broadly identify each participant’s perceptions of their own professed worldview orientation and what they presented in the classrooms. Students were also broadly surveyed to evaluate if a worldview orientation made a difference in producing transformative elements. A connection between worldview orientation and perceived positive student impact for transformation was quantified. The results of the study suggested that the school with the holistic biblical worldview had a greater positive student impact for social transformation than the dualistic worldview school.

Comments

Action Research Report Submitted in Partial Fulfillment Of the Requirements for the Degree of Master of Education

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