ABSTRACT
This study assessed the
Methodology of Teaching and learning in the Islamiyyah Schools and its
contribution to the Development of Islamic Education in Zazzau Emirate, Kaduna
State. The study was motivated as a result of growing number and strength of
Islamiyyah Schools that appear to have dominated Makarantan Allo and Makarantan
Zaure, which Zazzau Emirate became popular in the world through them. In view
of this, the research adopted survey research design where necessary Data was
collected. Zazzau Emirate has eleven Local Governments with over 3,000 Islamiyyah
Schools and about 27,000 – 30,000 teachers. Thus, five local governments with
over 1,500 Islamiyyah Schools and 12,000 teachers were sampled by the
research. The questionnaires were prepared for three different categories of
respondents, the Islamiyyah Schools Managements, teachers as well as the
public. In this regard, 200 questionnaires were distributed to Islamiyyah
Schools Managements, where 173 were returned, and 550 questionnaires were
distributed to Islamiyyah Schools Teachers, and 528 were returned, also
300 questionnaires were distributed to Public, and 271 were returned. Simple
percentage was used to analyze the data collected, which paved way for the
discussion of the major findings of the research. The major findings of the
research include; some of the Islamiyyah Schools in Zazzau Emirate
combined Islamic education and Western education to the learners as 82.08%
responded. Secondly, the teaching in Islamiyyah Schools were mostly
conducted through repetition and demonstration methods as 71.92% responded. On
the other hand, there was no coordinating body for the general conduct of
Islamiyyah Schools in Zazzau Emirate. The research recommends that, there is
need for the Islamiyyah Schools in Zazzau Emirate to enhance their
teachings and learning to cover both Islamic education and Western education to
cater for the teeming growing population, and hence the need to have more
qualified teachers. More so, there is need for having a coordinating body for
the Islamiyyah Schools in Zazzau Emirate to ensure uniformity of standard
in their activities.
CHAPTER ONE
GENERAL
INTRODUCTION
1.1 Background
of the Study
In the Name of Allah the Most
Beneficent, the Most Merciful. All thanks are due to Allah who creates and
guides through His ultimate message, the Qur’an. May the peace and
blessings of Allah be upon the seal of the Prophets, Muhammad (peace and
blessings of Allah be upon him) who explained the Qur’an and obliged every
Muslim to learn and teach others. Similarly, may Allah be pleased with the
Companions of the Prophet (peace and blessings of Allah be upon him) who
acquired knowledge from the Prophet (peace and blessings of Allah be upon him)
and dispersed to the nooks and crannies of the earth to teach people. Islam has
made teaching and learning as the only process of attainment to the religious
obligations. In view of this, the Prophet (peace and blessings of Allah be upon
him) established Centres of learning at every place he settled. For instance, Daru
al-Arqam Ibn Abi al-Arqam was established in Makkah before the Hijrah
(emigration) to Madinah and after the Hijrah, he established his
mosque as a Centre of learning. The Sahabah (the companions) who were
always interested in emulating and abiding by the Prophet’s instructions or
activities, established many Centres of learning such as in Madinah by
Zaid Ibn Thabit, Makkah by Abdullah Ibn Abbas, Kufa by Abdullah Ibn
Mas’ud.
The Tabi’un (R.A) who
succeeded the Sahabah (may Allah be pleased with them) acquired
knowledge and made a tremendous contribution to Islamic learning by opening
branches and detailing explanations on the knowledge of the Qur’an and Hadith.
This progress in Islamic knowledge has continued to grow in every age and made
it difficult to find an age that has not made contributions to knowledge.
The introduction of Islam into
Hausaland , also witnessed the establishment of Centres of learning in various
places such as Gwandu, Kano, Katsina and Zazzau, among others. The methodology
of teaching Islamic studies in Hausaland took several forms, starting from Makarantun
Allo (Qur’anic Schools; where students are taught through Slates), Makarantun
Zaure (Ilm/advanced Schools; where every student presents his learning materials
to the teacher) and Makarantun Islamiyyah (where teaching is conducted
in conventional ways).
Zazzau Emirate, in Hausaland,
has 58 districts as listed out by Fagachi (2005:241-242) or covering eleven
local government Area of Kaduna State, Nigeria. The Emirate is long associated
with Islamic learning and has the tradition of saying in Hausa language “Zaria Birnin
ilimi” (the City of Knowledge). The majority of the people in Zazzau
Emirate are Muslims and it has different sects of the Muslims and each of the
sects has Islamiyyah Schools with its peculiarities. In view of this,
the research was designed to assess the methodology of teaching and
learning in the Islamiyyah Schools in Zazzau Emirate.
1.2 Statement
of the Problem
Zazzau
Emirate was popular with Makarantun Allo (Qur’anic Schools) and Makarantun
Zaure (Ilm/advanced Schools). However, most of the Makarantun Allo and
Zaure are becoming unpopular and disappearing in our contemporary
period, while the Islamiyyah Schools are growing in number and in
strength. Similarly, the Islamiyyah Schools are responsible for the
education of the teeming population of the children of the Muslims and
their parents especially mothers. However, the majority of the teachers of Islamiyyah
Schools seems to have lacked the conventional teaching methods, and most of the
teachers were just converted to teaching after attainment to some certain levels of
education; without being trained as teachers or attend even a one day workshop
on how to use different methodologies of teaching at different times or
categories of learners to be taught before the employment as teacher. More so,
the Schools appear to be managed by individuals or groups of people and the
success of learning depend on the dedication and expertise of the teachers.
Lack of good organizations among the Schools, a guided syllabus, and specific
period of admission and graduation made the Schools to be cumbersome and
worrisome. These substandard activities could be as a result of lack of
professionalism or negligence of the teachers. If these issues were properly
addressed, it could bring more success to Islamiyyah Schools and this
could bring more success to the entire life of the Muslim community of Zazzau
Emirate.
1.3 Objectives
of the Study
The
major objectives of this research include the following:
i.
To examine the nature of Islamiyyah
Schools in Zazzau Emirate.
ii.
To evaluate the methodology of
teaching and learning in Islamiyyah Schools in Zazzau Emirate.
iii.
To assess the challenges of having a
coordinating body for the Islamiyyah Schools in Zazzau Emirate.
iv.
To identify the factors responsible
for boosting the performance of Islamiyyah Schools in Zazzau Emirate.
v.
To proffer solutions to the some of
the challenges of the Islamiyyah Schools in Zazzau Emirate.
The
research questions that are relevant to this study are as follows;
i.
What is the nature of the Islamiyyah
Schools in Zazzau Emirate?
ii.
What are the teaching and learning
methodologies in Islamiyyah Schools in Zazzau Emirate?
iii.
What are the challenges of having a
coordinating body for the Islamiyyah Schools in Zazzau Emirate?
iv.
What are the factors responsible for
boosting the performance of Islamiyyah Schools in Zazzau Emirate?
v.
What are the solutions to some of
the challenges of the Islamiyyah Schools in Zazzau Emirate?
1.5 Significance
of the study
Islamiyyah Schools
have formed the major centers of learning Islam. Indeed, it is a place
where many Qur’anic memorizers were produced. The Islamiyyah
Schools are responsible for preparing Islamic scholars in the contemporary
period. Therefore, this research could help the government to know the roles to
play in enhancing the Islamiyyah Schools activities in the Emirate. This is
because, any research that aims at in-depth study of the nature and activities
of Islamiyyah Schools with a view to enhancing it, is not only
significant to the promotion of knowledge but, it will as well curtail the
vices and crimes in the contemporary communities by instilling religious
consciousness in the hearts of the youths of tomorrow. Similarly, it will serve
as a source of employment especially to the teeming population of graduates of
Islamic studies. This would equally assist the government in its developmental
projects.
The study covers the area of
the methodology of teaching and learning in Islamiyyah Schools in Zazzau
Emirate from 2008-2018. The Emirate comprises of eleven local government Areas
of Kaduna state – Nigerai. These are: Giwa, Igabi, Ikara, Kaduna North, Kaduna
South, Kubau, Kudan, Makarfi, Sabon Gari, Soba and Zaria local governments. The
study would have covered all the Islamiyyah Schools in Kaduna State if
not because, of financial constraint and logistic problems.
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