Contribution of authentic relationships to effective learner transformation in teaching of Bible-based courses in chartered Christian universities Nairobi County,Kenya

Abstract

The purpose of this study was to assess the contribution of authentic relationships to effective learner transformation in the teaching of Bible-based courses in chartered Christian universities in Nairobi County, Kenya. A lot of resources have been used in training the lecturers to use authentic relationships in teaching, yet little is known about the training impact. The study was based on transformative learning and Biblical worldview theories. The study utilised a descriptive research design to establish the relationship between the use of authentic relationships in the teaching of Bible-based courses and learner transformation. A cross-sectional survey research design was used, focusing on 63 lecturers teaching Bible-based courses. The data was collected using structured, closed-ended questionnaires, which were given to the respondents. The study used regression analysis to find out the relationship between the variables at the 0.05 significance level. The results showed there was a notable correlation between the use of authentic relationships in teaching Bible-based courses and learner transformation. The use of authentic relationships in the learning process provides an educational environment with minimal power distance between the lecturer and learners. This enables students to actively investigate, analyse, and create concepts within real-life situations important to the learner. The researcher recommends that Christian Higher Education should embrace authentic relationships as one of the ways of achieving their vision and mission of transforming learners' knowledge, behaviour, skills, and attitudes.