Classroom integration of faith and learning at selected Adventist Schools in Copperbelt, Midland and Luapula Conferences of Northern Zambia Union Conference

Abstract

The study was on class Integration of Faith and Learning (IFL) practices at Mupapa Adventist Academy (MAA), Kabwe Adventist Secondary (KAS) and Chimpempe Adventist Mission Secondary Schools (CMSS) of the Northern Zambia Union Conference. It was observed that there was a weak emphasis on the Integration of Faith and Learning practice in the classes, but not much was known apart from that. The purpose of the study was therefore to explore the extent to which the IFL was being practiced in the classroom and the factors that are associated with the practice. The study used a descriptive design. Data was collected from 60 teachers from both the primary and secondary sectors. The instrument was a self-designed questionnaire that inquired, apart from the demographic variables (age, years of teaching, academic qualification, religious affiliation and sector of employment), about the level of IFL practice of the teachers, and whether they were trained in IFL teaching. The whole population was chosen for the three schools, that is, 65 teachers. The schools involved were MAA and KAS of the Copperbelt and Midlands Conference respectively and then CMSS of Luapula Conference in Northern Zambia Union Conference in the Luapula Province. Only 60 questionnaires were returned. The data was analyzed with the use of descriptive statistics—frequency distribution, simple correlation and t-test for independent samples. The study showed that the majority of the respondents were male (58%), and are more than 30 years old (70 %). 82% of the respondents had between 0-15 years of teaching experience, 53% have an undergraduate degree or above and 47% have either a certificate or a diploma. Seventy-five percent of the participants were baptized Seventh-day Adventists, 53% teach in secondary schools and 47% teach in primary schools. A crosstab analysis revealed that 64% of the primary school teachers are females and 78% of the secondary school teachers are males. The latter also hold an undergraduate degree and above, whereas their female counterparts hold either a diploma or a certificate. The findings revealed that the respondents did practice Integration of Faith and Learning mainly in the form of praying, reading the Bible in class and using the Bible as a textbook for all subjects. “Praying” scored a slightly higher mean than the other three forms. Use of the Bible during the lesson presentation rated second and reading the Bible during class came in third position. The overall score indicated a mean of 3.3, with a standard deviation of 1.21. The analysis also examined if there was a significant difference in the practice of Integration of Faith and Learning based on the demographic variables. In order to answer this question, a mean comparison using t-test was done. The findings indicated that female teachers seem to practice more Integration of Faith and Learning than their male counterparts. For the demographic variable “age” the finding indicated no significant difference. Also there were no significant difference in the practice of IFL based on years of teaching, and religious affiliation. However, for the last two variables: academic qualifications and sector there was a significant difference. Those who have certificates and diplomas and who are in the primary school sector practice seem to practice more Integration of Faith and Learning than those who have first degrees and above and who work in the secondary school sector. Further analysis was done to find if there is a relationship between the level of spirituality of the respondents and their level of practice of Integration of Faith and Learning in the classroom. The study revealed that the teachers had a fairly high level of spirituality. The correlation analysis showed a strong correlation between the level of spirituality and the level of practice in the classroom. Nevertheless it was found that in the secondary sector, even if the teachers seems to have a high level of spirituality, they do not practice IFL that much in the classroom. This finding seems to suggest that there are other factors that can affect the actual practice of IFL. Finally, an analysis was done to see if there was a significant difference in the practice of Integration of Faith and Learning based on the attendance to the training and orientation seminars on IFL. Using independent samples T-test, the results showed that there was a significant difference between the practices based on the training and orientation received by the participants. Those who have attended the seminar on IFL and obtained an orientation on how to integrate faith and learning during the lessons as well as during the social games tend to practice it more than those who had not obtained the training. Based on the findings four major recommendations were made. First, the teachers of the Primary schools who happen to the mostly female teachers should be encouraged to keep up IFL practices, while the secondary school teachers need to be encouraged to do so. Second, given the fact that those who got the training tend to practice it more in the classrooms, the school administrators need to ensure that all the teachers get an opportunity to attend training seminars on ILF. Third, the use of the Bible during lesson presentation be encouraged further. Fourth, the teachers should be encouraged to nurture their level of spirituality as this will drive them to practice their faith more in the classroom.