One of the joys for me in the ministry of ETA is our involvement with the many facets of Christian education spanning everything from local church adult curriculum guidance to the college president’s manuscript for a new textbook. This issue of JAT covers a similarly wide spectrum. Mark Lamport, who has contributed to JAT before, deals with an issue directly confronting churches, schools, and prospective youth ministers. Is there a choice between God’s call on one’s life to youth ministry and seeking formal training for such a position? Mark pulls no punches in his rapid-fire objection/response format.

The next article is the second part to my overview of ETA’s research into our various constituency groups. This article explores what churches are doing in the area of adult leadership training and the resources and materials for which they are looking.

Thomas Hutchison rounds out this issue by sharing a summary of his recently completed doctoral dissertation research. Hutchison’s research has much to say to both the local church as well as any educational institution working with adults.

When I taught at the Bible college level, I remember well the evaluations my students would dutifully complete each semester. A few weeks later, I would receive summaries of their evaluations for each of my classes (via Likert-scale) in a faculty meeting dedicated to evaluations. While I was encouraged by the administration to improve my teaching, seldom was anything specifically discussed, other than hopeful expressions to "improve" scores on the next round of student evaluations. Hutchison’s research suggests there may be a better way to evaluate adult classroom settings by asking students not only "what is" but what they believe would make it better.

Thanks for your positive comments about the redesign of JAT. We look forward to hearing from you concerning this issue and receiving your submissions for future issues as well.

Churches with formal Teacher/Leadership training programs are more likely to purchase ETA materials. The majority of churches meet at least quarterly to provide training of some kind. The average training program totals from 6 to 35 hours, although a significant percentage of ETA Active Customers (27%) spend more than 36 hours a year in training. It is also interesting to note than ETA Active Customers utilized a higher percentage of "volunteers" as instructors in its training programs than the other two groups.

ETA’s strongest "competitors" are Sunday School publishers and people "writing their own" training curriculum.

ETA is using this data to help guide us in future curriculum development. Already ETA is in the process of developing a Christian Ethics course (slated for a July 1999 release) and Introduction to Hermeneutics (slated for a early 2000 release). Other courses in the suggested subject areas above are in the early stages of development.

Also, ETA is aggressively developing video resources. First, video curriculum is being developed to assist the classroom teacher in teaching ETA courses. Second, self-study video courses are being developed which can be used in an individual or small group setting. Production is already underway in providing various aspects of the ETA curriculum (especially instructor materials) in a CD-ROM format.

These three surveys did much to give ETA staff and management a clear picture of its constituency. It not only helped to clarify the profile of the "average" ETA user, but showed clear distinctions between an ETA user church and a non-ETA user. Curriculum subject suggestions have been incorporated into ETA’s curriculum development plan. New uses of technology to enhance the training of adult learners is being aggressively utilized as ETA refines and expands its programs and materials. ETA is listening carefully to its constituencies as it moves into the new century.

Special thanks to Marilyn Banks, Administrative Assistant, for the many hours invested in this research.  A copy of the complete survey with all unedited responses is available, free of charge, to all who request it.  Call 800-369-8291, extension 2, and ask for the "1998 ETA Member School Survey Results."

While ministering as a pastor overseeing the adult education programs of our church, a common discussion was how to encourage adults to participate more regularly and enthusiastically. Programs were designed to encourage a network of relationships to be formed which would create a learning community and enhance the effectiveness of the learning experience together. However, while a core of members participated faithfully, many would attend sporadically, and seemed much less enthusiastic about involvement. We were anxious to accurately identify the reasons for this, so that improvements could be made purposefully which would encourage greater participation.

One particular aspect, which has been analyzed extensively in a variety of settings, including educational institutions, is that of environment. Considerations of this factor include the influence of the teacher on the students, the influence students have on each other, and ways the structure of the class improves or hinders the interaction between members. This is an issue related closely to the function of the church.

This situation focused my research, attempting to provide an objective analysis of perceptions of adults in the church regarding their classroom environment. Thus the data gained would enable the teacher to selectively modify conditions in the classroom with the intent of positively influencing student perception and impacting resulting student behavior.

Ultimately, the question researched was: In adult Sunday School classes, are student’s descriptions of a preferred classroom environment different than their perceptions of the actual classroom environment?

A questionnaire of 118 items addressing 14 different dimensions of the classroom experience was developed. Three different forms were designed; Actual, Ideal (or Preferred), and Teacher’s. Classes were split in half, with each taking different forms of the questionnaire. These two responses were compared to see if statistically significant differences existed between the perceptions of the class of which they were a part and the environment anticipated in an ideal setting. The Teacher’s Form served as a reference point for the teacher in discussion of the information gathered.

Teachers as well as those overseeing these classes responded very positively to the process, as the information provided data to initiate and fuel the assessment of individual classes, and guide intentional modification of their classroom environment.

Much has been done in school and work settings during the last few decades to establish methods for analyzing educational experience.1 However, little has been done to apply these methods of research in the context of the church. Techniques have been developed and refined for assessing particular aspects of the teaching-learning process. While these could provide much helpful information to the church, it has been largely ignored.

One particular aspect which has been analyzed extensively in a variety of settings, including educational institutions, is that of environment.2 Considerations of this factor include the influence of the teacher on the students, the influence students have on each other, and ways the structure of the class improves or hinders the interaction between members. This is an issue related closely to the function of the church. The impact of the church is based largely on a relational component. People with common beliefs and commitments unite for spiritual encouragement and support in living out those commitments. The impact of life upon life is considered to be significant in its power and scope. The classroom environment considers this aspect as it looks at relationships within the context of the class. As the environment is recognized to have significant impact on the nature of groups in general, this would clearly be an important issue for an organization based on the continuing development of relationships.

Studies have demonstrated that environment influences student motivation, participation, receptivity, and response. This study was done in churches to analyze adults’ perceptions of the learning environment of their class in a manageable format, and provide feedback to the pastor responsible for adult programming and to each of the teachers.

There is a current need for objective analysis of the environment of the adult classroom in the church for several reasons. First, there is simply a paucity of data regarding teaching in the church. Meaningful, objective research has been slow in coming to the church, and there is a need to apply the methods of educational research in this particular, unique situation. Secondly, the vast majority of classes in the church are not analyzed or evaluated. This implies that effective teaching is being assumed, while experience indicates that this is often the exception, rather than the norm in adult church classes. Thirdly, there is a lack of tools available for the teacher or supervisor to provide objective analysis of the classroom. While there are many such tools available for educational research in the schools, little has been done to adapt or apply these techniques to the context of the church. Fourthly, this absence of data can be found specifically in the area of classroom environment perceptions. These perceptions are a recognized factor in student behavior, and particularly in attendance. However, teachers, superintendents, and pastors remain ignorant of what the students actually think about the classes. The data gained from comparing the perceptions of actual to preferred classroom environment can contribute new information for analysis of the classroom, and furnish an objective basis for evaluation and change in the educational programs of the church.3 Studies of classroom environment present important information to the teacher and administrator that cannot be determined by other measures.

This study was designed to provide an objective analysis of perceptions of adults in the church regarding their classroom environment. These perceptions have a demonstrated effect on behavior. The study was done in a manner which provided feedback to the teacher and supervisor, and gave collective direction for positively influencing the perceptions of students, subsequently increasing the effectiveness of efforts to accomplish the goals of the class. Classroom conditions can be purposefully adjusted by the teacher in a manner which will make the perception of the student more positive.4 Thus the data gained enabled the teacher to selectively modify conditions in the classroom with the intent of positively influencing student perception and impacting resulting student behavior.

Initial development of practical implementation of the theory, instrumentation, and methodology in environmental studies occurred in work regarding organizational climate in business contexts.5 These efforts were expanded by Dr. Rudolf Moos with the development of his Social Climate Scales, a group of instruments to be used in a variety of settings. Researchers have identified several different overlapping and interrelated dimensions. For example, Anderson’s model identifies four major dimensions of analysis; 1) ecology, regarding physical and natural elements, 2) milieu, involving social dimensions, 3) social systems, or the patterned relationships of persons and groups, and 4) culture, referring to the social dimensions concerned with belief systems, values, cognitive structures, and meaning.6

In recent years, schools and teachers have been increasingly sugjected to judgments of performance based on simple measures of cognitive outcomes . . . exclusive attention to it can result in the destruction of the human qualities that make schooling a worthwhile experience for those engaged in it. 7

It must be recognized that curriculum consists of more than just content and outcomes. It also consists of the places where the business of education occurs. Accomplishing the goals we hope for depends on "the quality of life lived in the classrooms."8

There have been three primary methods used for assessing classroom environment. 9 First, the use of trained observers to record interactions such as communication patterns or events. This common method for analyzing classrooms has been the direct observation of typically external factors, which are then systematically coded according to some category scheme.10 This is different than the method being used here for ascertaining perceptions of the classroom environment, which is a more subjective approach, in the sense of gathering data from a source involved in and influenced by the milieu. The second method, which uses qualitative techniques or naturalistic inquiry, has gained increasing popularity in recent years. The third method, which will be utilized in this current study, is the construction of instruments to enable the students to report their own perceptions of the environment.

Rudolf and Bernice Moos have written "The underlying assumption of this line of research [classroom environment] is that environments exercise an important influence over their members. Classroom environments are thought to have certain demand characteristics which influence student growth and development."11 Classroom climate indicators have been used in several different ways. As a predictor variable they have established correlations with a variety of cognitive and affective outcomes.12 As a criterion variable they have revealed that psychosocial climate varies between different types of schools, coeducational and single-sex schools, differently sized classes, different subject matter, and alternative curricula.13

A couple of observations from these studies are important. First, there is a small but persistent positive relationship between grade level and correlation size. Older students have more school experience and attend more classes weekly, and thus may be more astute observers of the classroom. Also, the learning domain is not significant. That is, correlation of perceptions with cognitive learning outcomes do not differ significantly from those with affective and behavioral outcomes. Thus, "it appears that constructive aspects of class morale are equally associated with outcomes in all three domains rather than being associated with benefits in one domain sacrificed for losses in another."14 In summary, "positive environments and positive learning outcomes appear to go together."15

Moos identifies the interrelation more specifically, noting that previous studies have identified greater physics achievement among classes seen as more difficult and competitive, while gains on reported science interest and activities were greater in those classes seen as more satisfying.16 That author’s own research had concluded that students expressed greater satisfaction in classrooms characterized by high levels of student involvement and affiliation, innovative teaching methods, and rule clarity for behavior, with greater content learning in an environment which deals personally with students as individuals which is competitive (pushing for academic rewards).17 These findings suggest that classrooms should be "intellectually challenging to encourage growth in achievement and understanding as well as cohesive and satisfying to encourage student interest and motivation."18

In the college classroom, several aspects of environments have been found to be highly correlated with those courses considered to be effective. These were: a) a stimulating, exciting intellectual atmosphere, b) instructors understanding and showing of concern for the welfare of individual students, and c) class interactions which did not cut down or belittle students and their ideas.19

Teacher effectiveness was associated positively with concern for students’ personal development and learning, creating an intellectually stimulating and challenging environment, and communicating clear expectations and evaluation criteria. Students negatively associated teacher effectiveness with a climate which was highly competitive and demeaning to students, or where the instructor’s authority was exercised arbitrarily.20

The area of absenteeism, of particular interest to the purpose of the present study, was addressed specifically by Moos and Moos on the High School level.21 This "intermediate outcome variable" is significant on the high school level for several reasons; students are less likely to be affected by classes they attend less frequently, students who attend less earn lower grades, and may show less than expected learning gains, and absence rates may be elevated for an extended time prior to dropout, thus serving as a predictor of dropout.22

When considering methods for using student perceptions to study and improve teaching, Fraser indicates that the literature specifically dealing with the use of students’ school environments prior to his 1982 published study was scarce.23 However, similar work had been done in other milieus, such as a college classroom or a psychiatric hospital ward.24 The procedures which were perceived as valuable and adapted for educational settings included the following steps:

1. Assessment: Identifying individuals' perceptions of their actual and preferred environments.
2. Analysis: Examination of scores in order to identify actual-preferred discrepancies.
3. Feedback, Reflection, and Discussion: Presentation of class profiles to the teacher, then planning specific methods by which the actual environment could be aligned more closely with the preferred environment.
4. Intervention: Implementation of the plan to modify classroom environment.
5. Reassessment: Administration of the actual form of the instruments. 25

There were specific criteria used to select the dimension(s) for which specific interventions would be planned. First, there should be a sizeable actual-preferred discrepancy on that variable. Secondly, the teacher should agree that the area is one in which change to reduce the discrepancy would positively contribute to achieving the goals of the class. Finally, the selection should be limited to two or three environment variables, since it would be impractical to attempt to accomplish change in more areas than this simultaneously.26

Churches were selected based on similarity of demographic and adult class programming variables. Participants were from three evangelical Baptist churches located in the Midwest with worship attendance averaging between 500 and 1,000.

In Church 1 this included all seven of their adult classes, with sizes of 24, 5, 20, 42, 55, 22, and 28 students. Church 2 involved all eight of their adult classes, with 17, 7, 27, 21, 36, 20, 12, and 28 participants, respectively. While all eleven classes of Church 3 completed the survey, one class was not included in the data because no one used the Ideal Form of the survey. Thus the class data analyzed represents 10 classes with sizes of 33, 35, 22, 5, 40, 16, 32, 55, 11, and 7. The number of surveys completed was 196 for Church 1, 168 for Church 2 and 262 for Church 3, for a total of 626 participants.

All of the churches grouped their adult classes by age and life experience. Each maintains persisting classes as a part of their adult programming with members from the congregation serving in the positions of teachers/leaders. The class numbers assigned for identification reflect this developmental arrangement of the classes. Thus, the lower numbered classes reflect younger membership than the higher numbered classes.

This study utilized an instrument of 118 items, for which each student responded on a 5 point Likert scale as follows:

1—Strongly Disagree 2—Disagree 3—Undecided 4—Agree 5—Strongly Agree

There were three different forms of the survey. The Actual Form assesses perceptions of the classroom currently being experienced. The Ideal Form identifies the students’ description of a preferred adult classroom environment. The items in the Ideal Form are same in content as Actual Form items, except for the verb tense being future rather than present. These two responses were compared to see if there were statistically significant differences between the perceptions of the class of which they are a part and the environment anticipated in an ideal setting.

The Teacher’s Form was identical to the Actual except where the teacher is personally referenced, at which point the pronoun "I" was inserted. The Teacher’s Form was not analyzed statistically for each class, but rather used as a reference point for the teacher in follow-up discussion of the information gathered from their class.

Additional general demographic information (age, marital status, number of friends in class, etc.) was collected as supplemental data to help interpret the statistical calculations of differences between perceptions of actual and preferred classroom environments.

For analysis, the 118 items of the survey were grouped into fourteen categories, associated within three general domains.

Surveys were distributed, completed and collected on the same Sunday morning for all adults attending classes in a particular church. Teachers randomly split their class into two groups of approximately equal size and distribution of male/female participants. One group in each class completed the Actual Form, while the other group completed the Ideal Form of the survey. Teachers completed the Teacher’s Form. This process was repeated for each of the three churches during a one month period.

The 118 item survey evidenced a high degree of inter-item reliability (Cronbach a = .98). This was also calculated for each of the forms with similar results (Actual Form a =.97; Ideal Form a = .97). Cronbach a was also determined for each individual dimension variable, all of which reported acceptable levels of reliability.

Multiple analysis of variance (MANOVA) was performed to determine whether there was a significant effect of church and/or form on the Total Mean of the survey for the entire pool of individuals who responded. The Total Mean is the average for the entire 118 items of the survey for each person’s response. While the church effect was not significant (p=.212), the form did have a significant effect (p=.000). This indicated the need for further analysis of the differences in Ideal and Actual form responses.

In light of this, a subsequent MANOVA was completed for each of the three churches. Total Mean was again analyzed, looking for possible effects of form and/or class. Each of the churches had a different number of classes, and existing classes were not precisely parallel in size or structure. Therefore, this factor of class had to be considered at this level rather than during the previous MANOVA. The results indicate that for all three of the churches, form was found to be significant (Church 1 p=.001; Church 2 p=.000; Church 3 p=.021).

Class was identified as a significant effect for two of the three churches. For Church 2 (p=.003), one-way analysis of variance (ANOVA) of Total Mean by class with a Scheffe’ post hoc analysis identified Classes 1 (College age singles) and 8 (Senior citizens) as being significantly different for the Actual Form. Results for Church 3 (p=.044) also identified a difference for the Actual Form, in this case between Classes 2 (Young Married) and 7 (Married Couples in the upper thirties and forties age group). There were no statistically significant differences indicated for the Ideal Form.

Since Form was identified as having significant effect for each of the three churches, MANOVA by form was calculated for each of the 14 dimension variables. These variables form subsets of questions within the survey, and the results of this test identify which of those areas should be analyzed for differences in individual classes. This procedure was done for each of the three churches, with varying results. For Church 1, a significant difference by form was found for 13 of the 14 dimension variables. The area not identified as significant was Focus. For Church 2, 10 of the 14 variables were identified as statistically significant. The four not identified as such were Friendliness and Warmth—Personalization, Teacher Role, Focus, and Personal Comfort. For Church 3, only two of the dimension variables did not reflect significant differences by form; Friendliness and Warmth—Personalization and Focus.

Next, church by church, for each of those significant dimension variables, analysis of variance (ANOVA) of Actual Form vs. Ideal Form was calculated for each class. This portion of analysis comprised the primary report returned to the pastor/superintendent and teacher for consideration. These responses were also presented in graph form identifying the actual and preferred results for each class. MANOVA was also performed to determine whether other demographic variables (e.g. gender, age, marital status) have a significant effect on the survey responses. These results were used only as supplemental data to assist in interpreting results.

While this analysis was the focus of the dissertation research, it does not provide the most meaningful overview for those not directly involved with these particular classes. An example is presented to explain the procedure followed and potential benefits of the process. A table and chart were prepared for each individual class, providing specific ANOVA results for each dimension variable significant for the church of which it was a part. Though the responses of the teacher on their form of the inventory did not impact the research question being addressed in this study, it was included on the graph. This information was a considered a helpful part of the feedback given to the pastor providing oversight of the adult Christian Education programs for use in meeting with individual teachers. It provided a tool for discussion of the teacher’s perception of the class, and served as a rough comparison for the teacher to evaluate the input of class members through the surveys.

Comparing the Actual and Ideal Forms, there were statistically different responses on eleven different variables. This included all areas of Friendliness and Warmth, Classroom Participation, Student Role, Personalization, Satisfaction, Spiritual Growth, Organization, Innovation, and Personal Comfort. That is, students preferred an environment which would respond warmly to newcomers and more strongly encourage the formation of friendships. In an ideal setting the students would be more actively involved in the leadership process, providing input regarding the direction of the class. Also, there would be greater participation in the class itself, including asking questions, joining in discussion, and leading portions of the classroom experience. The objectives of the class would be more clearly understood, and efforts for the class would intentionally be directed towards reaching them. Regarding physical comfort, two different issues could be involved since overall schedule changes place them in different rooms for the summer than during the rest of the year. During the academic school year the room used is too small, and seating conditions are cramped. In summer, the room where the class meets is much larger than needed, and has sound interference as the teacher of an adjacent class can be heard. Class members also indicated a preference for increased variety in the class experience. This could be accomplished by modifying areas such as seating arrangement, format for the class, student activity, and teaching methods.

When this many variables are identified, it is not recommended that the teacher attempt to make changes in all of the areas at once. Rather, with the goals of the class in mind, the teacher should identify a couple of areas in which changes could be made to more closely align the actual with the preferred. This would help focus the teacher’s efforts, and increase the likelihood that changes will actually be implemented in helpful ways.

Results will be presented for each of the fourteen dimension variables, grouped by three general domains. For each variable, a general description will be given along with the specific items used in the survey. Classes which reported statistically significant differences will be identified followed with a brief summary.

a. Description: The class reflects an "open chair" concept, where there is always room and the desire for new people to attend. Members learn the names of people quickly, and respond in ways that actually make the newcomer feel welcome.

b. Items:

1. It doesn’t take a long time to get to know everybody by his/her first name in this class.
2. Visitors to the class are made to feel welcome.
3. This class enjoys having new people attend.
4. This class works to make new people feel a part of the class.
5. The class is not a "closed" group, or difficult for new people to break into.
6. There are not cliques in this class.

c. Results:

i. Church 1: Of the six classes for which ANOVA could be calculated, every class except that of the retired seniors reported a significant difference between the Actual and the Ideal.

ii. Church 2: Five of the eight classes reported statistically significant differences between their perception of the Actual, and their perception of the Ideal classroom environment (Classes 1, 3, 5, 6, and 8).

iii. Church 3: Statistically significant differences between the perceived actual and preferred environment were reported in two of the ten classes (Classes 1 and 2).

Summary: For the classes where a difference was identified, more emphasis on an "open chair concept" would be desired. This would include a desire and readiness for new people to attend. Names would be learned quickly, and people made to feel genuinely welcome. The Ideal class environment would be more prepared for and receptive to newcomers than currently is being experienced.

a. Description: In this class, the members feel free to be themselves and share their opinions honestly (even when they disagree). As a result, members often share personal experiences during class, and feel they learn from this interaction with one another.

b. Items:

1. Class members often share their personal experiences during class.
2. The members of this class often learn from one another.
3. Members often interact with one another during class.
4. People in the class feel free to disagree with one another.
5. Members of the class feel free to be themselves.
6. The members of this class work well together.

c. Results:

i. Church 1: Two classes reported differences between the Actual and the Ideal, Classes 1 and 4.

ii. Church 2: Results for this dimension variable did not report statistically significant differences for this church.

iii. Church 3: Results did not indicate a statistically significant difference between the Actual and Ideal forms for this church.

Summary: The two identified classes would prefer a greater atmosphere of openness, and increased sense of freedom to share during class.

a. Description: Members of the class have a desire and take action to build significant relationships. People are missed and contacted when absent. Many friendships are formed which carry over outside the classroom.

b. Item:

1. Each person knows the other members of the class by their first names.
2. Members of this class get to know each other well.
3. Members of this class are very interested in getting to know each other.
4. Relationships established among students in this class carry over outside of the classroom.
5. People notice when someone is absent.
6. People are contacted when they are absent.
7. Many friendships develop in this class.

c. Results:

i. Church 1: Classes 1, 4, and 5 all reported significant differences between their current perception of personal relationships within the class, and their preferred classroom environment.

ii. Church 2: An increased focus and effectiveness in building relationships would be preferred by Classes 1, 3, 5, and 6.

iii. Church 3: Classes 1, 2, 3, and 7 each indicated a preferred environment to have a more relational focus, encouraging the building of relationships which carry over outside of the classroom.

Summary: Eleven different classes indicated that their perception of the Actual is not fostering the building of relationships to the degree that would be desired in the Ideal setting. There is a clear preference for increased development of close friendships as an outcome of the class experience. This would evidence itself in regular contact both in and outside of class, as well as absent members being noticed and contacted, either because of planned steps or due to the impact of friendships being formed.

a. Description: This variable is a summary category including all three of above dimensions.

b. Results:

i. Church 1: Classes 1, 4, and 5 identified significant differences in this area.

ii. Church 2: Again, Classes 1, 3, 5, and 6 all indicated a significant difference between the Actual experience and that desired in an Ideal setting.

iii. Church 3: This dimension variable identified significant differences for Classes 1 and 2.

Summary: Since this dimension is a summary category including items from each of the above three areas related to friendliness, this result would be expected. Half of the adult classes in Church 1, and over half in Church 2 would prefer to have an environment which encourages and fosters the forming and cultivating of relationships in their classes in a greater fashion. It should also be noted that for Church 1, these three classes include the two largest classes, and combined members represented nearly two-thirds of the total number of respondents in the church. The leadership should recognize that there is an openness and even a desire on the part of a large portion of the students to address friendships as a part of the goals for the class.

a. Description: Members take an active learning role in the class by asking questions, participating in discussion, and listening closely to the teacher and other members when they are speaking. Different members participate in other ways during class, by praying or leading the class, for example.

b. Items:

1. Class members often ask the teacher questions.
2. Many different class members pray in class.
3. Different class members assist in leading the classroom time.
4. Class members pay attention to what the teacher is saying.
5. A few individuals dominate the discussions in this class.
6. Most class members take part in class discussions.
7. Class members put effort into what they do in classes.
8. Students in this class pay attention to what others are saying.
9. There are opportunities for class members to express opinions in this class.
10. The teacher does not dominate class discussions.

c. Results

i. Church 1: The three youngest classes (1, 3, and 4) reported that a preferred classroom environment would have higher levels of participation on the part of the students than does their present class.

ii. Church 2: Three of the classes would prefer increased participation by students in the class time than currently occurs (Classes 1, 5, and 6).

iii. Church 3: A significant difference was found for Classes 1, 2, and 9 regarding the level of participation by students.

Summary: For nine classes, the preferred environment would reflect increased levels of activity through attentive listening, interaction during discussion, and providing leadership during class. This includes both attentive listening on the part of the students, as well as active involvement through response to the teacher, discussion, and assistance in leading the class. It should be noted that this includes the youngest class in all three churches, and the three youngest classes in Church 1.

a. Description: The teacher of the class likes, is concerned about, and cares for the members of the class. As a result he/she will talk with them (both inside and outside of class), listen closely to them, and show respect for their individual opinions and concerns. There is genuine concern that students actually learn and grow from the class experience.

b. Items:

1. The teacher cares whether or not the students learn.
2. The teacher is willing to assist students outside of class.
3. The teacher spends time talking informally with students before and/or after class.
4. The teacher is the one who decides what will be done in our class.
5. The teacher listens to student comments and questions made in class.
6. The teacher does not talk down to students.
7. The teacher cares about student feelings.
8. (-) The teacher makes all the decisions for the class.
9. (-) The teacher sticks to the lesson plan regardless of student interest.
10. The teacher does not dominate classroom discussion.
11. The teacher respects students as individuals.
12. The teacher likes the students in the class.

c. Results

i. Church 1: None of the classes reported a significant difference in the area of teacher role.

ii. Church 2: There was not a statistically significant difference between the Actual and Ideal forms for this church in the area of Teacher Role.

iii. Church 3: Two classes (1 and 2) reported that a preferred environment would find the teacher more concerned about and involved in the lives of individual students than is currently the case.

Summary: While many classes reported discrepancies in relational areas, this measure suggests that the concern and involvement of the teacher could not be confirmed as a significant factor in the discussion.

a. Description: The class envisions members having an active role in leading the class by being a part of the decision-making and leadership process. They help clarify objectives, select topics to be addressed, and assist in planning class time and additional activities.

b. Items:

1. Class members help to decide the topics to be covered in class.
2. Class members participate in setting class objectives.
3. (-) Class members do not feel comfortable volunteering ideas or opinions in this class.
4. Class members in this class are challenged to think for themselves.
5. Class members assist in planning activities for the class.
6. Class members serve as leaders for the class.
7. Class members have a say in how class time is spent.

c. Results

i. Church 1: Only one class indicated a difference in the area of student role (Class 1).

ii. Church 2: Classes 1, 2, 3, and 5 would identify more active leadership roles for the class members being desired than is currently experienced.

iii. Church 3: Classes 1, 2, 3, and 7 each reported significant differences for this area.

Summary: Nine different classes indicated that a preferred environment would involve the student more actively in decision-making and leadership roles than currently occurs in their class. Greater opportunities for leadership in setting goals, planning, and choosing topics of study are preferred, including clarifying objectives, selecting topics, and planning class time and activities. Again, the younger singles classes all reported this difference.

a. Description: The teacher has a good understanding of the individual needs of the students, personalizes the applications, and finds ways to adjust the pace and program to meet those needs. It is known if students are struggling to understand the material, and efforts are made to assist them. There is enough flexibility to allow individual students to address particular areas of interest or concern. The mark of success is the growth of individuals through this learning process.

b. Items:

1. The teacher helps individuals who are having trouble understanding the lesson.
2. The teacher knows if class members are not understanding the lesson.
3. The teacher is interested in class members’ problems.
4. The teacher is friendly and considerate towards class members.
5. Teaching approaches allow students to proceed at their own pace.
6. The class is flexible enough to meet the needs of individual students.
7. There is opportunity for a student to pursue his/her particular interest in this class.
8. Conclusions of the lesson apply directly to the lives of class members.
9. Most class members feel that the class is relevant to their lives.
10. The teacher does not expect every student to learn exactly the same things.
11. Most members of the class achieve their personal learning goals.
12. The teacher tries to find out what the class members want to learn.
13. Individuals have the opportunity to learn at their own pace.
14. The teacher considers students’ feelings.
15. The teacher talks individually with class members.
16. The teacher goes out of their way to help students.

c. Results

i. Church 1: Classes 1, 4, and 5 all indicate that a greater degree of personalization would be preferred.

ii. Church 2: The preferred environment is significantly different than actual experience for Classes 1, 5, and 6.

iii. Church 3: A greater sense of personalization would be found in the preferred classroom environments of Classes 1 and 2 than what occurs in the current class.

Summary: These eight classes indicated that in an ideal environment, the teacher would be aware of individual needs to a greater degree, and there would be more flexibility for individualized plans and applications. The class members would prefer a more flexible arrangement, providing personalized assistance and evaluating success based on resulting growth.

a. Description: Members of the class look forward to and then fully enjoy being a part of the class experience. There is a sense of accomplishment from what is being learned, and the belief that the class is really helping them grow.

b. Items:

1. This class is a valuable part of class members’ personal spiritual development.
2. Class members do not watch the clock in this class.
3. (-) Class members are often bored in class.
4. Most class members enjoy the class.
5. Class members look forward to coming to class.
6. Students are satisfied with what is done in the class.
7. After the class, the students have a sense of accomplishment.
8. Classes are not a waste of time.
9. Classes are interesting.
10. Classes are not boring.
11. This class seems to go fast.
12. Students are enthusiastic about participating in class activities.

c. Results

i. Church 1: The Ideal classroom environment would produce a greater level of satisfaction than that being experienced by Classes 1, 4, and 5.

ii. Church 2: Two of the classes indicated that they would expect higher levels of satisfaction in an Ideal class than in their present class environment (Classes 1 and 6).

iii. Church 3: Classes 1, 2, and 10 all indicate that the students’ interest, enthusiasm, and sense of accomplishment is less in their current class environment than would be present in the Ideal situation.

Summary: Members of eight classes indicated that their preferred class experience would have greater personal enjoyment, and have a greater sense of accomplishment, believing that the class is really helping them grow. It is a surprise to see this response from one particular class (Class 10 in Church 3) for a couple of reasons. First, the small class size (7) would not generally produce statistically significant results. Second, there were not significant differences in any other of the dimension variables. This class is composed of older single women, primarily widows. While none of the other categories verified differences between their perception of their current class experience and an Ideal class, students still indicated that a greater feeling of accomplishment and enthusiasm should be present. This may hint at the unique needs for support and encouragement of this particular group of students.

a. Description: Members of the class mutually pursue spiritual growth by knowing the needs of other class members, then praying for and helping to meet those needs (practical and spiritual). The Bible is studied together, and as a result there is greater understanding and personal application of the Scriptures.

b. Items:

1. Members of this class pray for each other.
2. Members of this class pray for me.
3. I pray for members of this class.
4. Class members know the personal needs and concerns of others in the class.
5. Class members understand the Bible better because of our class time
6. I understand the Bible better because of our class time.
7. This class helps members understand how the Bible applies to their life.
8. This class helps me understand how the Bible applies to my life.
9. Class members help meet the practical needs of others in the class.
10. Class members help meet the spiritual needs of others in the class.

c. Results

i. Church 1: In the Ideal environment, Classes 1, 4, and 5 would perceive more mutual support and encouragement of the class members in the process of spiritual growth than they are presently experiencing.

ii. Church 2: Classes 1, 5, and 6 each reported a preference for greater mutual involvement in the process of spiritual growth.

iii. Church 3: Classes 1, 2, and 6 each reported differences between their Actual and Ideal perceptions regarding Spiritual Growth.

Summary: The emphasis on Bible study as a joint effort and the ways practical and spiritual needs were being met would produce understanding of and application of the Scriptures in a greater fashion in an ideal setting for eight of the classes. However, one particular class (Church 3, Class 6) was unique because the Actual is greater than the Ideal. This means that the class is recognizing these things to be occurring more positively than their expectations of an ideal environment. In this area, the class is exceeding their expectations, which should be of great encouragement to the teacher.

a. Description: There is a sense of purpose and plan for the class. The teacher is prompt and prepared. Class members understand the objectives, and the class is structured to accomplish them.

b. Items:

1. Class starts on time.
2. Class is dismissed on time.
3. The teacher comes to class prepared.
4. The purpose for this class is very clear.
5. Class members understand the objectives for this class.
6. The class is well organized.
7. The class has a clear sense of direction.
8. The subject matter is adequately covered.
9. Learning activities follow a logical sequence.
10. The teacher follows a firm schedule for covering material.

c. Results

i. Church 1: For both Classes 1 and 4, the present class experience has a less clear purpose and plan than would be preferred.

ii. Church 2: Four of the eight classes describe a preferred environment as having a greater sense of purpose and plan (Classes 1, 2, 5, and 6).

iii. Church 3: Both Classes 1 and 2 indicate that a greater sense of purpose and plan would be preferred.

Summary: Ideally, class members would understand the objectives more clearly, and the class structure would more directly contribute to meeting them in eight of the classes. The teachers approach to the class and the communication to members would more clearly identify an understanding of the purpose and goals of the class, and an intentional plan to accomplish them. This would be reflected in observable teacher behavior, such as preparation and timeliness, as well as clearly understood objectives.

a. Description: The class has the ability to stay on task, and seek to accomplish objectives. Learning activities are clearly planned and emphasized, rather than being sidetracked by other things.

b. Items:

1. The teacher rarely talks about things not related to the course.
2. Activities not related to course objectives are kept to a minimum.
3. (-) The class is more a social hour than a place to learn.
4. Class members know exactly what needs to be done during our class.
5. Getting a certain amount of work done is important in this class.
6. The group sticks to the point and rarely gets sidetracked.
7. This class always starts on time.
8. Activities in this class are clearly and carefully planned. </font