It was the purpose of this study (1) to analyze the teaching methods of the L.D.S. and non-L.D.S. religious educational movements in Southeastern Utah among the Indians since 1943; and (2) to determine the similarities and differences between the teaching methods of these religious educational movements.It was found that (1) the teaching methods used among the Indians in the earlier period of religious instruction were more typical of the culture and traditions of the Indian people than the methods used today, (2) the teaching methods most frequently used were: instructional singing, workbooks, catechization, lecture, storytelling, testimony and spiritual experiences of teacher, reviews, picture and picture stories, and records, (3) teaching methods involving the creative abilities of the students were utilized more frequently by the S.D.A. and Episcopal movements than by the L.D.S., (4) the L.D.S. movement did not utilize a wider variety of teaching methods than the non-L.D.S. movements, and (5) when the teaching methods were directed by trained educators, a larger number of methods was used.

The purpose of this study was twofold: to determine the attitudes of students toward different parts and methods of grading in LDS Seminary, and to determine if significant differences exist in attitudes of students toward their class and teacher when using different methods of grading including a suggested method.The study reported the areas most preferred by students about grading and the areas least preferred. It reported the evaluation of the suggested method of grading including those areas of most value to the students and those of least value.The suggested method of grading helped to raise the subjects' grades by getting them to do more work better but when analyzed statistically there seemed to be no significant difference in the students' attitudes. The suggested method did prove to be satisfactory and was rated highly by the students. It featured an improved grade score, multiple listing of grades on the report card, and communication of the approximate grade thoughout the term.Related literature revealed that grades and methods were variable, unreliable, and inconsistent. It was concluded that other factors were more important than grading methods to alter attitudes of students.

The literature on educational problems and procedures gives considerable emphasis to objectives. Sometimes called aims, goals, or values, the objectives have been variously formulated according to the philosophy and environment of their authors. Great variation is found in the many codes of objectives which have existed and which now are used in education.In examining the code of general objectives which has been published and circulated throughout the Latter-day Saint Seminary System since 1943, the writer was of the opinion that these objectives were not fully used by the seminary teachers and that they may not be those really desired for the system. In essence, the problem of the thesis was to trace the development and use of codes of objectives for the seminary teachers, and to analyze the present objectives in the light of their current usage.

The purpose of this study was to determine whether LDS sophomore and junior seminary students have significant differences of concern about concepts and attitudes contained in each of the thirty-five Directional Objectives which guide the curriculum of the Seminary System of the Church of Jesus Christ of Latter-day Saints.The study involved LDS Seminary students from the Burley, Idaho; Arimo, Idaho and Ogden (Weber) Utah seminaries, and consisted of 164 sophomore and 109 junior students.An instrument was developed called the Student Inventory. It consisted of statements of concern expressed by a cross section of seminary students about the thirty-five Directional Objectives, and contained a total of 560 statements divided into an A and B section of 280 statements each.

The purpose of this study was to determine how effectively seminary teachers teach the concept of "living prophets" to students in non-credit released time and early morning seminary classes.The study was composed of a sample of 475 seminary students in non-credit released time and early morning seminary classes, and twenty seminary teachers. Each participant answered a questionnaire to test his concept of "living prophets." The responses were tabulated and presented in written and illustrative form.The findings showed that the teachers themselves had a clear concept of the role of "living prophets" in the church, but the concept in its fullest sense was not being implanted too effectively in the lives of the students.The students recognized a "living prophet " at the head of the church, but had difficulty in accepting the counsel pertaining directly to their personal lives. They showed a strong desire to study in seminary what the modern day prophets were saying about vital issues of the day.

The purpose of this study is to determine and present as completely and as clearly as possible what the Book of Mormon teaches concerning prayer in order that one may gain a greater understanding of prayer and become more conscious of the need to make prayer a part of his life. It is also the purpose of this study to show how the Book of Mormon can aid the teacher by pointing out the many scriptural passages that could be used in teaching prayer. These teachings on prayer have been classified under the following chapter headings: Some Basic Essentials of Prayer, Why People Pray and for What, Words that Express a Prayer Was Offered, How Answers to Prayer Were Given, Why God May Not Answer Our Prayers as Desired, The Relationship of Prayer to Gospel Principles, Why People Do Not Pray, and Jesus Christ Prays.In the various chapters will be found lists of references. The place where the verse or portions of verses are located will be cited first; then the name of who is speaking or writing, or who the reference is about; and finally the verses or portions of verses are quoted.

The purpose of this study was twofold: (a) to develop criteria for creating thematic literature units appropriate to the English language facility and to the culture of students in the LDS secondary schools in the South Pacific, and (b) to create three thematic literature units at the Form 5 (11th grade) level which would exemplify the recommended criteria.An analysis of questionnaire responses revealed that a concept-centered approach to literature should take precedence, with geographical literature—especially Polynesian—also receiving emphasis. Less attention should be given to developing skill in literary analysis, and more focus placed upon systematically reinforcing other language arts areas (e.g. composition) during literature instruction.Three individualized thematic literature units which exemplify these criteria were then created. Themes chosen, according to rating scores established through the questionnaire, were (a) "Leadership I: Leaders of the People," (b) "The Value of Work," and (c) "The Search for Dignity and Respect."

The purpose of this study is to determine the effectiveness of the LDS Seminary Scripture Chase in the following areas: (1) Principles of learning involved; (2) Percentage of full-time teachers using the Scripture Chase; (3) Teacher evaluation of the Scripture Chase in terms of (a) teacher training in the Scripture Chase, (b) student involvement and application, (c) areas of effectiveness and (d) evaluation and rating of the over-all program.Questionnaires were sent to 498 full-time Seminary teachers in Arizona, Utah, Idaho, Wyoming and Canada with a return of 80.3 percent. The data revealed that 143, or 33 percent regularly use the Scripture Chase; 117, or 29 percent occasionally use it; 85, or 22 percent use it seldom and 56, or 14 percent never use it. It was also determined by the study that: (1) The teachers who use the method, as suggested by the Department of Seminaries, find it a very successful teaching tool; (2) The method is extremely valuable in many of the areas with which the Seminary is vitally concerned: i.e., testimony building, scriptural understanding, missionary preparation and solving daily problems.

The problem is to make a preliminary study of duplication in the courses of study in ten youth oganizations of the Church of Jesus Christ of Latter-day Saints for a ten-year period, September, 1927 to August, 1937, with the purpose of discovering the nature and extent of a duplication in material that young people from four to twenty years of age have met as they have participated in the classes of various Church organizations.

The purpose of this thesis was to study the effectiveness of the coordinator in the LDS Seminary in carrying out his responsibilities. Special emphasis was placed upon the coordinator's influence over the teachers placed under his jurisdiction.