| dc.description.abstract | The gathered data in this research provides pastors, Christian educators, and other educators with a better understanding of multi-sensory teaching and advanced multi-sensory teaching and their influence on the cognitive domain. Specifically, this experiment seeks to determine if the use of multi-sensory teaching models could improve the impact of expository teaching in the cognitive domain, particularly as it relates to attention, comprehension, and retention in the life of the student.
The different teaching methods are: (1) Mono-Sensory Teaching : Auditory Teaching; (2) Multi-sensory Teaching : Auditory + Visual Teaching; (3) Advanced Multi-sensory Teaching : Auditory + Visual + Kinesthetic Teaching.
The work sets forth the cognitive objectives of the pastor-teacher, which include influencing the attention, retention, and comprehension of students. The research questions then ask: In expository preaching, does multi-sensory delivery and advanced multi-sensory delivery significantly influence attention, retention and comprehension?
Literature was reviewed that considered the educational, neurological, and theological implications of multi-sensory teaching. Literature, which examines teaching styles and learning styles, is also included. This literature supports the theory that people have unique learning preferences by which they prefer to learn and by which they learn the best. The closer the teaching matches the learning style of the student, the more effective the learning of the student will be.
A quasi-experimental posttest only design was conducted on a sample that included 923 individuals from 61 different nationalities. Students we treated with the three types of delivery and then observed to measure attention levels and post tested to measure comprehension and retention levels. Mono-sensory Delivery was the control group as no new teaching method was introduced. Multi-sensory Delivery was Tx 1 as the first new teaching variable was introduced. Advanced Multi-sensory Delivery was Tx 2 as the second new teaching variable was introduced. The test was conducted three times.
Results of the three preaching methodologies were collected, interpreted, and conclusions were reached. | en_US |
