The first goal was to assess the gospel-mindedness of students and their parental figures at LAA with a pre-survey. An expert panel consisting of one senior pastor, one college professor, one high school Bible teacher, and one children’s ministry director approved a gospel-focused survey for students and their parental figures at LAA.
The expert panel assisted throughout the duration of the project. The expert panel were expected to provide accountability in assessing the pre-survey and curriculum in the areas of biblical accuracy, teaching clarity, spiritual growth, academic soundness, and ministry
benefit vis-à-vis students.
The first goal was measured by administering the pre-survey approved by the expert panel.1 The survey had two parts: assessment prior to the teaching of the gospel- focused curriculum (pre-survey)2 and assessment after the teaching of the gospel-focused curriculum (post-survey).3 Surveys were distributed prior to the teaching of the
curriculum with the intention to assess the gospel-mindfulness of parental figures and students of LAA.
This goal was considered successfully met when 80 percent of parental figures and students successfully completed and turned in the survey. The surveys were collected one week after they were distributed. All thirty students filled out and returned the gospel survey, while twenty-eight parental figures completed and returned the survey.
Subsequently, this goal was considered successfully met.
What Is the Gospel-Mindedness of Students and Parental
Figures at LAA?
The data acquired using the pre-survey results showed great diversity in the responses concerning the gospel-mindedness of students and parental figures (see tables 1 and 2 below). It seems likely that the use of the word “gospel” is misunderstood in regard to how it involves personal salvation. A small number of respondents seemed to have a genuine understanding of the gospel, but percentage gaps suggest an absence of
cohesiveness between parental figures and students.
1 See appendix 1 (“Gospel-Mindedness Pre-Survey”).
2 See appendix 1 (“Gospel-Mindedness Pre-Survey”).
3 See appendix 4 (“Gospel-Mindedness Post-Survey”).
Table 1. Pre-survey: “Do you know how to share the Gospel?”
Yes No
Parental Figures 60.7% 39.3%
Students 23.3% 76.7%
Table 2. Pre-survey: “Do you have salvation in Jesus Christ because of the Gospel?”
Yes No
Parental Figures 89.3% 10.7%
Students 80.0% 20.0%
This data showed a disconnect between parental figures and students in
comprehending the relationship between the gospel of Jesus Christ and salvation in Jesus Christ. This data served as a primary instrument in developing a gospel-focused
curriculum.
What Biblical Responsibilities Did Students and Parental Figures Find Important?
The pre-survey revealed that parental figures and students differed in responses in most categories. Parental figures were offered an opportunity to speak with the pastor regarding the survey and curriculum, but none inquired. Based upon observation of the data, it was apparent that the children and parental figures were not collectively
committed to biblical responsibilities. A majority of parental figures revealed
irresponsible efforts towards biblical accountability on a personal and familial level.
The students surveyed evidenced a lack of knowledge concerning who God is, and it was assumed that they were not aware of the biblical responsibilities of their parental figures. Tables 3 and 4 share data collected from parental figures in areas of biblical responsibilities, while tables 5 and 6 share data from students in the areas of
primary biblical responsibilities.
Table 3. Pre-survey: “I meet with other Christians for the purpose of accountability”
Several times per
week
Once per week
Several times per
month
Once per month
Several times per
year
Not at all
7.1% 17.9% 21.4% 10.7% 25% 17.9%
As discussed in chapter 2, accountability is a strong characteristic found in Christian discipleship. With LAA parental figures collectively neglecting this specific aspect of discipleship (see table 3 above), students may not have had an example of what it means to embrace a lifelong discipleship relationship with their parental figures. This dynamic exposed how meeting with other Christians for the purpose of accountability is not a priority in the lives of parental figures at LAA.
Table 4. Pre-survey: “I meditate on Scripture”
More than once per
day
Once per day
Several times per
week
Once per week
Several times per
month
Once per month
Several times per
year
Not at all
0% 10.7% 10.7% 17.9% 14.3% 7.1% 25% 14.3%
Data collected in reference to meditating on Scripture (see table 4 above) discloses an intermittent commitment to pursuing an understanding of God through Scripture. It is likely that those who chose “several times per year” were referring to the times in which they attend church per year. The same goes for those who selected “once per week”; their response likely implies that they are meditating on Scripture once per week during their time at church. It is not conclusive, but arguably likely these
assumptions have accuracy.
Tables 5 and 6 offer results from LAA students, and they reflect rudimentary—
yet promising—biblical responsibilities. These specific areas of focus determine the prayer life of the students and how often they read their Bible. Each student was allotted as much time as needed to complete the survey. Multiple students asked questions, but they were given minimal explanation for the purpose of authenticity.
Table 5. Pre-survey: “I pray”
More than once per
day
Once per day
Several times per
week
Once per week
Several times per
month
Once per month
Several times per
year
Not at all
10% 60% 16.7% 10% 3.3% 0% 0% 0%
Table 6. Pre-survey: “I read my Bible”
More than once per
day
Once per day
Several times per
week
Once per week
Several times per
month
Once per month
Several times per
year
Not at all
0% 10% 10% 36.7% 0% 6.7% 33.3% 3.3%
Goal 1 was successfully met, and data was collected that served to be essential in the development of the gospel-curriculum. The gospel-mindedness pre-survey
consisted of seventeen questions (see appendix 1).
Goal 2: Develop a Gospel-Focused Curriculum