Program: Bachelor of Theology (BTH)
Level: Year Two, Second Semester
Credit Units: 3
Instructor: Dr Adelugba

COURSE DESCRIPTION

This course equips students with the theoretical knowledge, practical skills, and ethical framework necessary to conduct rigorous, original research in theology and ministry. Students will learn to identify researchable problems, formulate precise questions, engage critically with literature, design appropriate methodologies, collect and analyze data, and present findings in a scholarly manner. The course culminates in a comprehensive research proposal that will serve as the foundation for the final year thesis.

COURSE OBJECTIVES

By the end of this course, students will be able to:

Define research and articulate its role in theology, ministry, and church health.
Formulate clear, focused, and actionable research questions.
Conduct a critical literature review using academic databases.
Differentiate between qualitative, quantitative, and mixed-methods research designs.
Apply ethical principles when conducting research involving human subjects.
Analyze qualitative and quantitative data and interpret findings theologically.
Write a formal, properly cited research proposal using Turabian style.
Defend research findings in an oral examination setting.

ASSESSMENT & GRADING

Component Weight Class Participation & Attendance 10% Module Assignments (9 Modules) 30% Mid-Term Examination 20% Final Research Proposal (10-15 pages) 40% Total100%

MODULE 1: FOUNDATIONS OF RESEARCH IN THEOLOGY

1.1 What is Research?

The word “research” derives from the Old French recerchier, meaning “to search closely.” Academic research is a systematic, diligent, and organized process of inquiry aimed at discovering, interpreting, or revising facts, theories, and applications. It is the disciplined pursuit of truth through observation, experimentation, and logical reasoning.

Research is not:

Merely gathering information from the internet
Reading a book and summarizing it
Sharing personal opinions or anecdotes

Research is:

A structured process with clear steps
A critical engagement with existing knowledge
An original contribution to a field of study
A means of solving real-world problems

1.2 The Biblical Mandate for Research

Research is not a secular enterprise; it is an act of stewardship. God has given us minds to understand His world, His Word, and His Church.

Proverbs 25:2 (NKJV): “It is the glory of God to conceal a matter, but the glory of kings is to search out a matter.”
1 Thessalonians 5:21 (NKJV): “Test all things; hold fast what is good.”
Acts 17:11 (NKJV): The Bereans “searched the Scriptures daily to find out whether these things were so.”

1.3 The Purpose of Research in Theology and Ministry

Clarifying Doctrine: Rigorous investigation of Scripture, historical creeds, and contemporary scholarship to resolve theological ambiguities.
Contextualization: Understanding how to apply timeless truths to specific modern contexts.
Church Health and Growth: Investigating the causes of church growth, decline, and pastoral burnout to make evidence-based decisions.
Apologetics and Cultural Engagement: Defending the faith against contemporary challenges with intellectual rigor.
Personal and Spiritual Formation: Cultivating patience, humility, and a deeper awe of God’s truth.

1.4 Characteristics of Good Research

Characteristic Description Systematic Follows a defined, logical procedure with clear steps. Objective Seeks truth without personal bias. Verifiable Findings can be tested and confirmed by others. Critical Subjects all sources and data to rigorous scrutiny. Empirical Based on observation and evidence, not just speculation. Replicable Other researchers can repeat the study and achieve similar results.

1.5 Types of Research

Basic (Pure) Research: Expands theoretical knowledge without immediate practical application. Example: A historical study of the doctrine of the Trinity in the 4th century.
Applied Research: Solves a specific, practical problem. Example: Investigating the effectiveness of small groups in reducing church member attrition.
Qualitative Research: Explores experiences, meanings, and narratives using non-numerical data (interviews, observations). Example: The lived experience of spiritual burnout among pastors.
Quantitative Research: Uses numbers and statistics to test hypotheses. Example: A statistical analysis of tithing patterns among church members aged 18-35.
Mixed Methods Research: Combines both qualitative and quantitative approaches for a more comprehensive understanding.

1.6 The Research Process: An Overview

Identify a Problem → What needs to be solved or understood?
Review the Literature → What has already been written on this topic?
Formulate Research Questions → What specifically will you investigate?
Design the Methodology → How will you gather and analyze data?
Collect Data → Conduct surveys, interviews, or field research.
Analyze Data → Interpret the findings systematically.
Draw Conclusions → What are the theological and practical implications?
Communicate Findings → Write the thesis and defend it.

Module 1 Assignment

Write a 1-page reflection on a specific problem you have observed in your local church or community. Explain why researching this problem is important for the Kingdom of God. Use at least two Scripture references.

MODULE 2: PROBLEM FORMULATION & RESEARCH QUESTIONS

2.1 The Importance of Choosing the Right Topic

A poorly chosen topic leads to frustration, insufficient data, and a failed project. A strong research topic should be:

Interesting to you: You will spend months on this; you must care deeply about it.
Relevant: It should address a real gap in knowledge or a pressing ministry need.
Manageable: You must be able to complete it within your time and financial constraints.
Researchable: There must be accessible sources and data available.

2.2 Narrowing the Scope

The most common mistake beginner researchers make is choosing a topic that is too broad. You cannot research “Evangelism in Africa” in a 50-page thesis. You must narrow your focus. Too Broad Better Ideal Evangelism in Nigeria Evangelism among university students in Lagos The Effectiveness of Social Media Evangelism among Christian Students at the University of Lagos Church Growth Church Growth in Urban Areas Factors Contributing to Church Growth at Grace Chapel, Abuja Worship Worship in the New Testament The Role of Music in Corporate Worship: A Study of Three Pentecostal Churches in Accra

2.3 Formulating Research Questions

A research question is the central question that your study seeks to answer. It guides every aspect of your research.

Characteristics of a Good Research Question:

Clear: Easily understood.
Focused: Specific to your narrowed topic.
Feasible: Can be answered using your available resources.
Complex: Not a simple “yes” or “no” answer.
Relevant: Addresses a genuine gap in knowledge.

Types of Research Questions: Type Purpose Example Descriptive Describes what is happening What are the current discipleship practices in urban Pentecostal churches? Relational Explores relationships between variables What is the relationship between small group participation and spiritual growth? Causal Investigates cause and effect Does the use of digital media in worship increase congregational engagement? Exploratory Explores little-understood phenomena How do Nigerian pastors experience and cope with spiritual burnout? Comparative Compares two or more groups How do traditional and contemporary worship styles affect youth retention?

2.4 The Problem Statement

The problem statement is the heart of your research proposal. It answers the critical question: “Why does this study need to be done?”

A strong problem statement should:

Articulate the specific issue clearly.
Provide context — where is this problem occurring? Who is affected?
Demonstrate the gap — what is missing in current knowledge or practice?
Explain the consequences of not addressing the problem.

Example Problem Statement:
“Despite the rapid growth of Pentecostal churches in urban Nigeria, there is a concerning trend of youth attrition after secondary school. Many young people who were active in church during their teenage years abandon their faith upon entering university. While several studies have examined church growth strategies generally, limited research exists on the specific factors that contribute to youth retention in the Nigerian context. This study seeks to fill this gap by investigating the relationship between discipleship programs and youth retention in three selected churches in Lagos.”

2.5 Hypotheses

In quantitative research, you will formulate hypotheses — testable statements about the relationship between variables.

Null Hypothesis (H₀): There is no significant relationship between X and Y.
Alternative Hypothesis (H₁): There is a significant relationship between X and Y.

Example:

H₀: There is no significant relationship between participation in small groups and spiritual growth.
H₁: There is a significant relationship between participation in small groups and spiritual growth.

2.6 The Aim and Objectives of the Study

Aim: The overall, broad goal of the study (one sentence).
Objectives: Specific, measurable steps you will take to achieve the aim (usually 3-5 bullet points).

Example:
Aim: To investigate the relationship between discipleship programs and youth retention in selected Pentecostal churches in Lagos.

Objectives:

To examine the current discipleship programs available in selected churches.
To assess the level of youth retention in these churches over the past five years.
To identify the factors that influence youth decisions to remain in or leave the church.
To propose a biblically grounded framework for effective youth discipleship.

Module 2 Assignment

Draft three potential research topics. For each topic, write a single-sentence research question, a 3-sentence problem statement, and a list of 3-4 research objectives.

MODULE 3: THE LITERATURE REVIEW & SOURCE EVALUATION

3.1 What is a Literature Review?

A literature review is a comprehensive survey and critical synthesis of the scholarly writings relevant to your research topic. It is not merely a list of summaries or a “book report.” It is a critical engagement with the academic conversation surrounding your subject. A good literature review demonstrates that you have read widely, understand historical and contemporary debates, and can identify where your own research fits into the larger picture.

3.2 The Purpose of the Literature Review

Prevents Re-inventing the Wheel: Shows what research has already been done so you do not duplicate existing studies.
Identifies Gaps: Highlights what previous researchers missed. This is where your study fits in.
Provides Context: Places your research within the broader academic and theological conversation.
Refines Methodology: Shows how other researchers studied similar topics.
Provides Definitions and Theories: Helps you define key terms based on established scholarship.

3.3 Types of Sources

Primary Sources: Original documents, raw data, historical manuscripts, eye-witness accounts. Examples: The original Greek text of the New Testament, Augustine’s “Confessions,” interviews you conduct yourself.
Secondary Sources: Books, journal articles, and commentaries that interpret primary sources. Examples: A commentary on Romans, a journal article analyzing Augustine’s theology.
Tertiary Sources: Encyclopedias and dictionaries that compile information. Examples: The Evangelical Dictionary of Theology. (Note: Wikipedia is not acceptable for academic citation.)

3.4 Finding Academic Sources

Database Description Google Scholar Free search engine for scholarly literature. Excellent starting point. ATLA Religion Database The premier database for theology and religious studies. JSTOR Extensive archive of academic journals. EBSCOhost Multidisciplinary database with many full-text articles. Your Institution’s Library Physical books, journals, and digital archives.

3.5 Evaluating Sources: The CRAAP Test

Criterion Questions to Ask Currency Is the information up-to-date? When was it published? Relevance Does it directly address your topic? Who is the intended audience? Authority Who is the author? What are their credentials? Is the publisher reputable? Accuracy Is the information supported by evidence? Are there references? Is it peer-reviewed? Purpose Why was this written? Is there a bias? Is it meant to inform, persuade, or sell?

3.6 Structuring the Literature Review

Do not write a “book report” style review, summarizing one source after another. Organize it thematically.

Example Structure for “The Role of Small Groups in Church Growth”:

Introduction: Define the topic and its importance.
Theme 1: Biblical Foundations of Community — What does Scripture say about small groups?
Theme 2: Historical Development of Small Groups — How have small groups been used throughout church history?
Theme 3: Contemporary Models of Small Groups — What are the current models used today?
Theme 4: Critiques and Challenges — What are the weaknesses of small group ministry?
Conclusion: Synthesize findings, identify gaps, and explain how your study will contribute.

Module 3 Assignment

Find three peer-reviewed journal articles related to your chosen topic. Write a 500-word thematic synthesis summarizing their main arguments, comparing their findings, and identifying what they failed to address.

MODULE 4: RESEARCH DESIGN & METHODOLOGICAL FRAMEWORKS

4.1 Understanding Research Design

Research design is the blueprint or framework for your study. It dictates how you will collect, measure, and analyze your data. Choosing the wrong design is like building a house on a faulty foundation — no matter how good the materials, the structure will collapse.

4.2 Qualitative Research

Qualitative research seeks to understand the why and how of human behavior. It is exploratory and relies on words, narratives, and observations rather than numbers.

Key Characteristics:

Seeks deep understanding rather than broad generalizations.
Uses small, purposively selected samples.
The researcher is the primary instrument of data collection.
Data is analyzed thematically, not statistically.

Common Qualitative Designs: Design Description Example Phenomenology Studying the lived experiences of individuals. The lived experience of spiritual burnout among pastors. Case Study Deeply investigating a single entity (person, church, event). A case study of church growth at Grace Chapel, Abuja. Ethnography Immersing yourself in a culture to understand its practices. An ethnographic study of worship practices in a Yoruba Pentecostal church. Narrative Inquiry Exploring the stories people tell about their experiences. The conversion narratives of former Muslims in Northern Nigeria.

Data Collection Methods: Semi-structured interviews, focus groups, participant observation, document analysis.

4.3 Quantitative Research

Quantitative research uses numbers, statistics, and measurable data to test hypotheses and identify patterns. It seeks to establish cause-and-effect relationships or to generalize findings to a larger population.

Key Characteristics:

Seeks broad generalizations.
Uses large, randomly selected samples.
Data is collected using standardized instruments (questionnaires, tests).
Data is analyzed using statistical software.

Common Quantitative Designs: Design Description Example Survey Research Collecting data from a large sample using questionnaires. A survey of tithing habits among 500 church members. Correlational Research Examining the relationship between two variables without manipulating them. The relationship between prayer frequency and reported life satisfaction. Quasi-Experimental Comparing groups that are already formed without random assignment. Comparing youth retention rates in churches with vs. without formal discipleship programs.

Data Collection Methods: Structured questionnaires (Likert scales, multiple-choice), standardized tests, statistical records.

4.4 Mixed Methods Research

Combines both qualitative and quantitative approaches to provide a more comprehensive understanding.

Explanatory Sequential: Collect quantitative data first, then use qualitative data to explain the results.
Exploratory Sequential: Collect qualitative data first, then use quantitative data to test or generalize the findings.
Convergent Parallel: Collect both types of data simultaneously and merge the findings.

4.5 Choosing Your Methodology

Your methodology must align with your research question. If you want to know… Use… How many people do something? Quantitative How people feel about something? Qualitative What causes something to happen? Quantitative (or Mixed Methods) How people experience something? Qualitative Both the extent and the experience? Mixed Methods

Module 4 Assignment

Based on your research question from Module 2, write a 1-page justification explaining whether you will use a qualitative, quantitative, or mixed-methods approach. Cite at least two methodological textbooks to support your choice.

MODULE 5: DATA COLLECTION INSTRUMENTS & FIELDWORK

5.1 Sampling

It is rarely possible to study an entire population. You must select a sample — a smaller group that represents the larger population.

A. Probability Sampling (Quantitative)
Every member of the population has an equal chance of being selected.

Simple Random Sampling: Drawing names from a hat or using a random number generator.
Stratified Sampling: Dividing the population into subgroups (e.g., age, gender) and randomly selecting from each group.
Cluster Sampling: Randomly selecting entire groups (e.g., selecting three churches out of twenty).

B. Non-Probability Sampling (Qualitative)
Participants are selected based on specific criteria, not random chance.

Purposive Sampling: Intentionally selecting participants who have specific knowledge relevant to your study.
Snowball Sampling: Asking participants to refer other potential participants (useful for hard-to-reach populations).
Convenience Sampling: Selecting participants who are easily accessible (weakest form, but sometimes necessary).

5.2 Designing Qualitative Instruments

A. Interviews Type Description When to Use Structured Strict script, no deviation. When you need standardized responses. Semi-Structured A guide of topics, but allows for natural conversation and follow-up questions. The most common type. Balances structure with flexibility. Unstructured Free-flowing conversation with no predetermined questions. Exploratory research where little is known.

B. Focus Groups: Group interviews (6-10 people) to observe group dynamics and shared meanings.
C. Participant Observation: Immersing yourself in a setting (e.g., a worship service) to observe behavior and practices.

5.3 Designing Quantitative Instruments

A. Questionnaires
Must be carefully designed to be clear, unbiased, and easy to complete.
Guidelines for Writing Questionnaire Items:

Avoid leading questions: Instead of “Do you agree that the pastor’s preaching is excellent?” ask “How would you rate the pastor’s preaching on a scale of 1-5?”
Avoid double-barreled questions: Instead of “Do you attend church regularly and pray daily?” split into two separate questions.
Use simple language: Avoid jargon unless you define it.
Keep it concise: Respect your respondents’ time.

B. Likert Scales
A common format for measuring attitudes. Example: “I feel spiritually nourished by the Sunday worship service.” (Strongly Disagree 1 — Strongly Agree 5).

C. Pilot Testing
Before distributing your questionnaire to the full sample, test it on 5-10 people similar to your target population to identify confusing questions and technical issues.

5.4 Transcription

For qualitative research, interviews must be recorded (with permission) and transcribed verbatim. Transcription is time-consuming but essential for analysis.

5.5 Fieldwork Ethics

Obtain informed consent from all participants.
Ensure anonymity and confidentiality.
Allow participants to withdraw at any time without penalty.
Be honest about the purpose of your research.
Store data securely.

Module 5 Assignment

Design a 10-question semi-structured interview guide (qualitative) OR a 10-question survey (quantitative) for your proposed topic. Include a brief explanation of why each question is important.

MODULE 6: DATA ANALYSIS, INTERPRETATION & THEOLOGICAL REFLECTION

6.1 Qualitative Data Analysis

Unlike quantitative data, qualitative data does not have automated statistical software (though tools like NVivo exist). The process is manual, iterative, and interpretive.

The Six Steps of Qualitative Analysis:

Familiarization: Read and re-read your transcripts and field notes. Immerse yourself in the data.
Coding: Highlight specific phrases and assign them a label or “code.” Example: “I feel exhausted every Monday” might be coded as “emotional exhaustion.”
Categorizing: Group similar codes into broader themes. Example: “Emotional exhaustion,” “physical fatigue,” and “spiritual dryness” might be grouped under “Pastoral Burnout.”
Thematic Analysis: Interpret the themes to answer your research question. Look for patterns and contradictions.
Writing Up: Present your themes with supporting quotes. Do not just present raw data — interpret it.
Ensuring Trustworthiness:

Credibility: Do findings accurately represent participants’ views? (Member checking, triangulation).
Transferability: Can findings be applied to other contexts? (Thick description).
Dependability: Is your research process transparent? (Audit trail).
Confirmability: Are findings shaped by the data, not your bias? (Reflexivity).

6.2 Quantitative Data Analysis

Quantitative data is analyzed using statistical software (SPSS, Excel, Google Forms).

A. Descriptive Statistics: Summarize the basic features of the data.

Frequencies/Percentages: How many people chose each answer?
Mean (Average): The average score.
Standard Deviation: How spread out the scores are.

B. Inferential Statistics: Used to draw conclusions from the data.

T-tests: Comparing the means of two groups.
ANOVA: Comparing the means of three or more groups.
Chi-Square: Testing the relationship between two categorical variables.
Correlation: Measuring the strength of the relationship between two variables.

Note: BTH students are not expected to become statisticians, but you must understand basic concepts and interpret output from statistical software.

6.3 Interpreting the Data

Analysis is crunching the numbers or finding the themes. Interpretation is asking: What does this mean?

Does the data answer the research question?
Does it confirm or contradict the literature review?
What are the practical implications for the church?
What are the theological implications of these findings?

6.4 Theological Reflection on Data

As theological researchers, we do not stop at the data. We bring the data into conversation with Scripture and theology.
Example: If your data shows that 70% of youth leave the church after secondary school, you must ask: What does Scripture say about the responsibility of the church to disciple the next generation? How does the doctrine of the priesthood of all believers inform our approach to youth ministry?

Module 6 Assignment

Imagine you conducted a survey where 80% of youth said they attend church because of their parents, while only 20% said they attend for personal reasons. Write a 1-page interpretation of what this data might mean for youth ministry. Include at least one theological reflection.

MODULE 7: ACADEMIC WRITING, CITATION & RESEARCH ETHICS

7.1 The Tone of Academic Writing

Formal: Avoid colloquialisms, slang, and contractions. (Don’t use “can’t” — use “cannot.”)
Objective: Avoid first-person pronouns unless asked for a reflection. Instead of “I believe Paul meant…” write “It can be argued that Paul meant…”
Precise: Use exact language. Avoid vague terms like “a lot” or “society.”
Evidence-Based: Every claim must be supported by evidence (Scripture, scholarship, or data).
Structured: Use headings, subheadings, and clear paragraph transitions.

7.2 The Structure of an Academic Paper

Section Description Title Page Standardized format (institution, title, student name, date). Abstract A 150-250 word summary of the entire paper. Introduction Hook, background, problem statement, research questions, thesis statement. Literature Review Synthesizing existing research. Methodology How you conducted the study. Findings/Results Presenting the data objectively. Discussion/Conclusion Interpreting the findings and suggesting areas for future research. Bibliography Properly formatted list of all sources cited.

7.3 Citing Sources (Turabian Style)

Turabian style is the standard for theological writing. It uses footnotes or endnotes and a bibliography.

A. Book
Footnote: ¹ Karl Barth, Church Dogmatics, vol. 1, part 1 (Edinburgh: T&T Clark, 1956), 45.
Bibliography: Barth, Karl. Church Dogmatics. Vol. 1, Part 1. Edinburgh: T&T Clark, 1956.

B. Journal Article
Footnote: ¹ John Mbiti, “The African Concept of Time,” Journal of Religion in Africa 8, no. 2 (1976): 45-56.
Bibliography: Mbiti, John. “The African Concept of Time.” Journal of Religion in Africa 8, no. 2 (1976): 45-56.

C. Scripture
In the text: “For God so loved the world…” (John 3:16 NKJV).

7.4 Quoting and Paraphrasing

Direct Quote: Use quotation marks. Include the page number. “The church is the body of Christ” (Smith 2020, 45).
Block Quote: For quotations longer than five lines, use a block quote (indented, single-spaced, no quotation marks).
Paraphrase: Put the author’s idea into your own words, but you must still cite the source (Smith 2020).

7.5 Plagiarism

Plagiarism is the presentation of someone else’s words or ideas as your own. It is a serious academic offense and a violation of Christian integrity.

Direct Plagiarism: Copying text word-for-word without quotation marks or citation.
Mosaic Plagiarism: Piecing together phrases from different sources without proper citation.
Self-Plagiarism: Submitting work you have previously submitted for another course.
Accidental Plagiarism: Forgetting to cite a source or citing it incorrectly.

Consequences: Failing the assignment, failing the course, academic probation, or expulsion.

7.6 Research Ethics

Informed Consent: Participants must be fully informed about the purpose of the research and voluntarily agree to participate.
Confidentiality and Anonymity: Participants’ identities and responses must be kept confidential. Use pseudonyms (e.g., “Participant A”) when reporting data.
Do No Harm: Your research must not cause physical, emotional, or spiritual harm to participants.
Honesty and Integrity: Report your findings truthfully, even if they contradict your hypotheses.
IRB Approval: Most institutions require approval from an Institutional Review Board before conducting research involving human subjects.

Module 7 Assignment

Take the three articles you found in Module 3. Write one direct quote and one paraphrase from each article, formatting them correctly according to Turabian style, including footnotes and bibliography entries.

MODULE 8: WRITING THE RESEARCH PROPOSAL & THESIS STRUCTURE

8.1 What is a Research Proposal?

A research proposal is a document that outlines what you intend to research, why it is important, and how you plan to do it. It is essentially a contract between you and your supervisor. A strong proposal saves time and prevents confusion later in the research process.

8.2 Structure of the Research Proposal

Title: Should be descriptive and precise. Example: “The Relationship Between Small Group Participation and Spiritual Growth: A Study of Three Pentecostal Churches in Lagos.”
Background to the Study: A brief introduction setting the historical, theological, and cultural context.
Statement of the Problem: Clearly defining the gap in knowledge or practice that your study will address.
Aim and Objectives of the Study: The overall goal (Aim) and specific, measurable steps (Objectives).
Research Questions: The specific questions your study seeks to answer.
Significance of the Study: Who will benefit from this research? (Church, pastors, academics).
Scope and Delimitation: What your study will cover and what it will not cover. Example: “This study focuses on urban churches in Lagos, excluding rural areas.”
Methodology: Research Design, Population and Sample, Instruments, Data Analysis Plan.
Chapter Outline: A brief summary of what each chapter of the final thesis will contain.
Bibliography: A list of initial sources you have consulted.

8.3 The Structure of the Final Thesis (5 Chapters)

Chapter Title Content Chapter 1 Introduction Background, problem statement, aim, objectives, research questions, significance, scope, methodology. Chapter 2 Literature Review Critical synthesis of existing scholarship on your topic. Chapter 3 Methodology Detailed explanation of research design, population, sample, instruments, and data analysis plan. Chapter 4 Data Presentation and Analysis Presenting findings objectively (tables, charts, quotes) and analyzing them. Chapter 5 Summary, Conclusion, and Recommendations Summarizing findings, drawing conclusions, and offering practical recommendations.

8.4 Working with a Supervisor

Your supervisor is your guide, not your enemy.

Choose wisely: Select a supervisor whose expertise aligns with your topic.
Submit drafts early: Give your supervisor time to read and provide feedback.
Expect feedback: Do not take criticism personally. It is there to improve your work.
Keep appointments: Be punctual and prepared for meetings.
Communicate clearly: If you are struggling, tell your supervisor. Do not disappear for months.
Take ownership: Your supervisor will guide you, but you are responsible for your own research.

Module 8 Assignment

Draft the Introduction, Problem Statement, Aim, Objectives, and Research Questions for your final proposal. Submit this to the instructor for initial feedback.

MODULE 9: ORAL DEFENSE, PUBLICATION & APPLIED MINISTRY RESEARCH

9.1 Preparing the Final Thesis

Your final thesis will usually be between 50-100 pages, depending on your institution’s requirements. It must be:

Properly formatted according to your institution’s guidelines.
Carefully proofread for grammar, spelling, and punctuation errors.
Properly cited in Turabian style.
Bound and submitted in multiple copies (as required).

9.2 The Oral Defense Process

An oral defense (or viva voce) is a formal meeting where you present your research to a panel of examiners.

A. The Presentation
You will usually have 15-20 minutes to present the core of your study using PowerPoint.
Focus on: The problem statement, research questions, methodology (briefly), key findings, and conclusions.
Do not: Read your thesis word-for-word, get bogged down in minor details, or exceed your time limit.

B. The Q&A Session
The panel will ask questions. They may probe your methodology, challenge your interpretation, or ask about the practical implications of your findings.

Common Questions:

Why did you choose this topic?
Why did you choose this methodology?
How did you ensure the validity/reliability of your findings?
What are the limitations of your study?
What are the practical implications for the church?
What areas for future research do you suggest?

9.3 Tips for a Successful Defense

Know your material: You should be the world’s leading expert on your specific topic. Read your thesis multiple times before the defense.
Be concise: Answer questions directly. Do not ramble.
Accept corrections: If the panel points out a flaw, do not get defensive. Say, “Thank you, that is a valuable point. I will incorporate that into my final revision.”
Maintain a professional demeanor: Dress professionally, speak clearly, and manage your time.
Prepare visual aids: Use clear PowerPoint slides. Do not overcrowd them with text.
Anticipate questions: Before the defense, write down 10-15 potential questions and prepare answers for them.
Pray: Commit your defense to God. Ask for wisdom, clarity, and peace.

9.4 Publication and Dissemination

After a successful defense and final corrections, consider publishing your research.

Theological Journals: Submit to peer-reviewed journals (e.g., Journal of Pentecostal Theology, African Theological Journal).
Books: Expand your thesis into a book or monograph.
Church Resources: Distill your findings into practical resources for pastors and church leaders.
Conferences: Present your findings at academic or ministry conferences.

9.5 Applied Ministry Research

The ultimate goal of theological research is not to fill library shelves but to serve the Church and glorify God.

How can my findings improve pastoral practice?
How can my research inform church policy or strategy?
How can my research equip believers for ministry?
How can my research contribute to the Great Commission?

9.6 Conclusion: The Stewardship of Research

Research is not merely an academic exercise; it is an act of stewardship. God has given us minds to understand His world, His Word, and His Church. Through diligent research, we discover truth, solve problems, and serve the body of Christ more effectively. As you embark on this journey, remember the words of Proverbs 25:2: “It is the glory of God to conceal a matter; to search out a matter is the glory of kings.”

Module 9 Assignment

Prepare a 5-slide PowerPoint presentation summarizing your proposed research (Title, Problem, Methodology, Expected Outcomes). You will present this in class as a mock defense.

NB:

Be diligent to present yourself approved to God, a worker who does not need to be ashamed, rightly dividing the word of truth.
2 Timothy 2:15 (NKJV)

End of Course Handout