ABSTRACT
This study assessed the implementation of Islamic
Studies curriculum in senior secondary schools in Jigawa state. The focus of
this study are to assess the availability of qualified Islamic Studies teachers
for a successful implementation of Islamic studies curriculum in senior
secondary schools in Jigawa state, assess the use of instructional materials
for the implementation of Islamic studies curriculum in senior secondary
schools of Jigawa state, ascertain the conduciveness of the learning
environment for the successful implementation of Islamic studies curriculum in
senior secondary schools of Jigawa state, assess the teachers’ utilization of
the appropriate teaching methods for a successful implementation of Islamic
studies curriculum in senior secondary schools of Jigawa state and finally
assess the extent to teachers’ capacity building affects the implementation of
Islamic studies curriculum in senior secondary schools of Jigawa state. Survey
design was used for the study with 384 sample size that comprised principals,
Islamic studies teachers and students. Simple random sampling technique was
used in selecting the sample participants. The instrument used for data
collection was a questionnaire developed by the researcher and was validated by
the researchers’ supervisors and experts from faculty of education Ahmadu Bello
University, Zaria and found it appropriate for this type of study. Data
collected were analyzed using Chi-Square statistics. Five research questions
were analyzed and five hypotheses were tested and all these were rejected.
Findings from the study revealed there was the availability of qualified Islamic
studies teachers, inadequate instructional materials and poor appropriate
teachers’ utilization of teaching methods. Teacher’s capacity building enhances
successful implementation of Islamic Studies curriculum is not fully
operational in senior secondary schools in Jigawa State. Based on the findings
of the study recommendations were made which include: government in
collaboration with stakeholders should Endeavour to provide additional Islamic
studies teachers in senior secondary schools; that available instructional
facilities should be provided and teacher’s capacity building should be
regularly carried out in senior secondary schools throughout the state.
CHAPTER
ONE
INTRODUCTION
1.1 Background to
the Study
The
Islamic education in northern Nigeria was only formally established during the
fourteenth century much earlier than western education, which was formally
established in the
nineteenth century. Ever since the conquest of the various Nigerian
nations by the British colonist at the end of the 19the and 20the centuries, Islamic studies as
a
subject and even the Islamic studies teachers as a professionals academic and societal guides have been relegated to the background. This has effect in discouragingthe
Muslims youth from staying the subject in especially at secondary and even
post- secondary
institutions.
The British
colonies seriously under mired the teaching of Islamic studies by appointing
people who can hardly motivate and inspire the young mind to learn the subject.
Consequently, the students lost confidence in the teachers of Islamic studies
as well as whatever they teach. They were only motivated and inspired by the
English, mathematics, history or geography e.t.c subjects. This sort of element
constitutes the problems being face by Islamic studies as subject and its
teaching in Nigerian schools. Consequently, the Islamic studies subject was
relegated to the background in school curriculum. Whenever class and
examination time tables are prepared the Islamic studies subject is placed
towards the end of the day when the students were physically tired, mentally
exhausted, and are eager to go to the dining hall for lunch. Every
educationalist knows that, there can hardly be any proper mental concentration
and interest, in whatever the teacher teaches at such at odd time (Dauda,
1994).
Another problem
associated with teaching of Islamic studies in the schools is that of
inadequate text books in languages other than Arabic, and the majority of the
students of Islamic studies have problem, a
very poor Arabic language background. And they ended up either frustrated or as
poor Islamic studies teachers. The teaching of Islamic studies in schools is
also handicapped, has hindered the students from being exposed to the practical
realities of the subject. Instructional materials such as radio, video
recorders as in case of learning Tajweed are lacked (Dauda, 1994).
On the other vein,
the Islamic studies as a subject in our schools focus with the problems of
shortage teachers. Teachers are shortage and not fully qualified to teach the
subject Islamic studies. As far as the subject Islamic studies concern, is the
mother of all subjects, and the Book of Allah (Al-Qur’an) is the mother of all
books, therefore teaching of students to know the words of Allah as contain in
His book is the first priority because of it is the basis and the core of all
forms of knowledge hence, the researcher intend to investigate into the
implementation of Islamic studies curriculum in selected secondary schools in
the emirates of Jigawa state and to see whether or not it conforms with the
true teaching
of Islam and the question for
lifelong education. And also to investigate the problem that confront the
teaching of Islamic studies in the few schools selected and with the hope that
progress can be made for proper effective implementation of the subject
curriculum.
The overall
objective in every teaching –learning interaction as usually required is to
bring about harmonious development of the individual and acquisition of the
desired knowledge, values and skills to enable him/her function in a particular
way. The process of teaching needs to be supervised for effective teaching-
learning process. The syllabus and curriculum system must be given special care
and consideration so as to achieve the desired objectives. Thus, when
curriculum system is ensured in every school, there will be positive developments
that will bring permanent change in the behaviour of the learner signifying
that learning has taken place.
However, human
societies differ in the way they teach their children values, norms and skills,
while others impart skills in formal way, through organized system, that is a
well recognized system approved by the ministry of education. Others prefer
more traditional ways in inculcating such desired values, notwithstanding the
particular society in which learning takes place, and methodology used, a
number of variables interact together to bring about a stable and permanent
changes in behaviour.
Consequently,
besides the two important variables mentioned in teaching- learning process,
the environment in which learning takes place has to be conducive for learning.
In formal learning, schools are not just a place to learn, to read and write
but also receive complete education. Therefore, schools have to provide
suitable environment for effective and proper development of the learner so as
to acquire the desired skills, but where the school environment is deficient or
lacking in the materials required for effective learning, the designed
objectives could not be achieved.
This study
was carried out in order to address the importance of school facilities and
equipments that need to be made available in all senior secondary schools of
Jigawa states in the study area. The absence or shortage of facilities and
equipments in the senior secondary schools particularly in the educational
zones of Jigawa state would be a stumbling block and impediment towards the
excellent academic performance of the senior secondary school students. It is
in view of this that a decision was taken to make a research on the assessment
of the implementation of Islamic Studies curriculum in senior secondary schools
of Jigawa state.
1.2 Statement of
the Problem
As a developing
country, Nigeria’s policymakers recognized the imperativeness of education to
sustain national development and progress (Nwagu, 2011). He further stated that the aim of education in Nigeria
is to provide the necessary knowledge, skills, attitudes and values to the
citizens, so that they can become useful to themselves and to the society. In
addition, this will enable them (learners) to participate toward the
development of their communities. Specifically, these educational objectives
can be broadly presented as assimilation of national consciousness and national
unity; an acclimatization of the right values and attitudes for the survival of
an individual and the Nigerian society; an equipping citizens with the
awareness the world in general.
However, to achieve
these educational objectives proper, curriculum implementation is imperative.
According to Okundaye (2003), curriculum is a means through which societal
values are translated by the educational institutions into tangible and
attestation. He further contended that curriculum portrays and transmits to the
learners what the society considers
worthwhile. Therefore, Ibiwumi (2011) asserted that for a
successful attainment of educational curriculum, government and other
stakeholders in education should make adequate provision of human and material
resources. He added that qualified teachers, instructional
facilities, learning materials and conducive learning environment among others facilitate implementation of educational
curriculum in secondary schools.
On the other hand,
the description of Nigeria as a nation state by the World Bank (1996) has
continued to be confirmed by events and official statistic. The philosophical
nature is that, educational standard in Nigeria contracts the country’s
inadequate consideration in the sector, among others. It is obvious that the
country (Nigeria) is enormously endowed with human, agriculture; petroleum, gas
and large untapped resources, but education and academic standard are left
behind (Obadan, 2003). He continued that Nigeria earned $300 billion from the
sale of crude oil in the last three decades of the twentieth century, but
rather than to record remarkable progress in national development which
education is the backbone, Nigeria retrogressed to become one of the poorest
nations in
the World.
Moreover, the
situation is not different in Jigawa state where students in secondary schools
are expected to benefit from the rich resources of the country through the
provision of human and material resources to facilitate smooth implementation
of educational curriculum in secondary schools. But, students are living in
academic failure particularly in the area of qualified teachers, instructional
materials, seminars and workshops for teachers, learning materials, good
classroom building with adequate furniture, class population among others
thereby making it difficult for teachers the key actors to successfully
implement educational curriculum in secondary schools in the area.
Ajayi (2007) has
identified conducive learning environment, teachers training and retraining
programme, enough qualified teachers, regular supervision of teachers, normal
class population and learners interest as the most potent factors for positive
implementation of educational curriculum in secondary schools. Therefore, it is
against this background information that the researcher wants to assess the
implementation of Islamic education curriculum in some selected secondary
schools in Jigawa State.
1.3 Objectives
of the Study
The following
objectives are raised with regard to this study:
1.
assess the availability of qualified
Islamic studies teachers for a successful implementation of Islamic Studies
curriculum in secondary schools in Jigawa State.
2.ascertain the
conduciveness of the learning environment with regards to favorable atmosphere
for a successful implementation of Islamic Studies curriculum in senior
secondary schools in Jigawa State.
3. to
ascertain the extent to which teachers capacity building affects the
implementation of Islamic Studies curriculum in senior secondary schools in
Jigawa State.
4. assess
the availability and appropriate use of instructional materials for a
successful
5. to
assess the teachers’ utilization of the appropriate teaching methods for a
successful implementation of Islamic Studies curriculum in secondary schools in
Jigawa State.
1.4 Research
Questions
The following
research questions are formulated to guide the study:
1.
What are the teaching qualifications
for a successful implementation of Islamic Studies curriculum in senior
secondary schools in Jigawa State?
2.
|
To
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what
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extent
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does c o n d u c i v e n e s s o f
t h e
|
learning
|
environment
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enhances
|
a
|
successful implementation
|
of Islamic
|
Studies
|
curriculum in
senior
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|||||
secondary
schools in Jigawa state?
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||||||||||
3.
|
T
o
|
w
|
h
|
a
t
|
e
x t e n t
|
does
|
teacher’s
|
capacity
|
building
|
enhances a
|
successful
implementation of Islamic Studies curriculum in senior secondary schools
|
||||||||||
in
Jigawa State?
|
||||||||||
4. To
what extent does the availability and appropriate use of instructional
materials enhances a successful implementation of Islamic Studies
curriculum in
senior Secondary schools in Jigawa State?
5. To what extent does the teachers’ utilization
of appropriate teaching methods enhance a successful implementation of Islamic
Studies curriculum in senior secondary schools in Jigawa State?
1.5 Hypotheses
The following
Hypotheses are formulated for this study:
1. There is no significant
difference between the opinions of teachers’ and principals’ and students’ with
regard to the availability of qualified Islamic studies teachers for a
successful implementation of Islamic Studies curriculum in senior secondary schools
in Jigawa State.
2. There is no significant
difference between teachers ’and principals’ and students’ opinions with regard
to the availability and appropriate use of instructional materials for a
successful implementation of Islamic Studies curriculum in senior secondary
schools in Jigawa State.
3. There
is no significant difference in the opinions of teachers’/principals’ and
students’ with regard to favorable learning environment for a successful
implementation of Islamic Studies curriculum in senior secondary schools in
Jigawa State
4.
There is
no significant difference
between
teachers’/principals’ and students’
opinions with regard to teachers’ utilization of appropriate
teaching methods for a successful implementation of Islamic Studies curriculum
in senior secondary schools in Jigawa State.
5.
There is
no significant difference
between
teachers’/principals’ and students’
opinions with regard to teacher’s capacity building for
enhancement of a successful implementation of Islamic Studies curriculum in
senior secondary schools in Jigawa State.
Basic
Assumptions
The
following assumptions are raised with regard to this research:
1.
adequate qualified teachers are
expected to facilitate a successful implementation of Islamic Studies
curriculum in senior secondary schools of Jigawa state.
2.
Availability of relevant
instructional materials in senior secondary schools is expected to facilitate
student’ understanding and help teachers to attain their instructional objectives.
3.
Conducive learning atmosphere is
capable of influencing students’ academic achievement and can increase
teachers’ productivity.
4.
If teachers can utilize various
teaching methods appropriately is capable of facilitating students’
understanding as well as helping teachers to realize their instructional objectives.
Knowledge acquired by teachers through training and
retraining would not only help teachers in teaching their particular subject,
but would make them more productive and functional in other areas.
1.7 Significance
of the Study
The researcher
believes that, assessing the curriculum of Islamic education implementation
will be beneficial in the life of every Muslim. The research will be of immense
benefit to the society and teachers teaching the subject will make use of the
finding to improve their knowledge in the subject. The research work will be a
work of value in taking decision on curriculum change in the Islamic system of
education. The ministry of education Jigawa state can make use of the research
finding to draw policies and programmes that will improve the teaching of
Islamic studies in secondary schools.
On the other
hand, readers who laid their hands on the research work will benefit from the
prospects in teaching Islamic studies, students who are opportune to read the
research work will benefit from the recommendations of the write up which
bother more on teaching and learning. Policy makers can borrow a leave from the
findings of the study, map out effective instrument and programmes that will
enhance better teaching of Islamic studies in secondary schools.
Educational agencies such as
Jigawa state Educational Resource Department (JERD), Islamic Education Bureau
(IEB) e.t.c in the state can benefit from the recommendations of the study to
train and re-train teachers of Islamic studies for more productivity. The
research is a contribution to Islamic education curriculum planners and the
result could be used to make improvement and suggestion for the development of
Islamic studies teaching in secondary schools and different levels of Islamic
studies students. The research may open up a relatively unexpected area for
continued research work.
The study is
very crucial to the curriculum planners. The curriculum planners are
professional individuals who are well trained in curriculum management, they
are active participants in the field of curriculum and they are responsible for
curriculum planning as regards to contents and implementation procedures.
Therefore, curriculum planning has been seen as a collection of readings that
presents the knowledge, skills and alternative strategies needed by curriculum
planners and teachers at all levels of education from early childhood through
adulthood.
Thus, the curriculum planners
through this study will come to know whether the Islamic Studies curriculum is
fully implemented in senior secondary schools of Jigawa State or not. However,
if the implementation of Islamic studies curriculum is successful in senior
secondary schools of Jigawa state, then the curriculum planners will have a
thorough knowledge on the current Islamic studies curriculum implementation of
senior secondary schools of Jigawa state.
The research is also useful and
beneficial to the federal, state and local government education policy makers.
The policy makers in education include: the minister of education,
commissioners of education, local government education secretaries and so on.
Therefore, the outcome of this research will give them a clear picture of the
level of Islamic studies curriculum implementation in senior secondary schools
of Jigawa state. Having known the current level of Islamic studies curriculum
implementation in the schools, the policy makers can create or formulate new
educational policy that will ensure the same Islamic studies curriculum
implementation in all senior secondary schools of Nigeria.
The public in the business of
education are also expected to benefit from this study for obtaining good
output in senior secondary schools of Jigawa state. It has been aware that the
concern of most public today is mainly on what they can do to help children to
acquire a sound Islamic education because of its place of influencing and
preparing individuals for facing other processes of
Islamic knowledge. This research will therefore help the general public in
knowing the significance of Islamic Studies. The study will also reveal to the
general public the importance of providing enough school facilities that will
facilitate the teaching- learning process so as to have effective and a sound
knowledge of Islamic Knowledge.
1.8 Scope
of the Study
The
study was conducted to assess the implementation of Islamic Studies curriculum
in selected senior secondary schools in Jigawa State. The subjects for the
study are Islamic studies teachers, principals and students of public secondary
schools in Jigawa state. The study was delimited to senior secondary schools in
Hadejia, Ringin and Gumel Educational Zone of Jigawa State. This study was
conducted on senior secondary schools of Jigawa State.
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