School of Education


Doctor of Education (EdD)


Paul A. Tapper


Bible, Bible Literacy, Durel, Faith, Religiosity, Religious Commitment


Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Psychology | Other Religion | Practical Theology | Religion


This correlative study explored the relationship between the religious commitment of junior and senior Christian high school students and their level of Bible literacy as indicated by their respective scores on the Duke University Religion Index (DUREL) and Assessment of Bible Knowledge Test (ABKT). Using a non-parametric Spearman’s rho statistic for a correlation test, the study fills a gap in the literature by analyzing the strength of the relationship between students’ levels of Bible literacy and outcomes on the specific religiosity subscales on the DUREL instrument, including Organizational Religious Activity (ORA), Non-Organizational Activity (NORA) and Intrinsic Religiosity (IR). A non-random convenience sample of 70 junior and senior students was taken from a total of 131 pupils from three New York and New Jersey Christian high schools who have taken the survey instruments. There was a strong, positive association between ORA and Bible literacy. Positive correlations suggest that as religiosity scores increase, Bible literacy scores increase. Specifically, higher levels of ORA and IR, are, respectively, strongly and moderately associated with higher levels of Bible literacy. In addition to a replication of this research with a larger, national sample of both Christian and public schools, a new focus on which specific aspects of ORA and IR most significantly correlate with higher Bible literacy scores should also be studied.