ASSESSMENT OF THE METHODOLOGY OF TEACHING AND LEARNING IN ISLAMIYYAH SCHOOLS AND ITS CONTRIBUTION TO THE DEVELOPMENT OF ISLAMIC EDUCATION IN ZAZZAU EMIRATE, KADUNA STATE, NIGERIA

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.

1.4       Research Questions
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.

1.6       Delimitation/Scope of the Study
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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Item Type: Project Material  |  Attribute: 109 pages  |  Chapters: 1-5
Format: MS Word  |  Price: N3,000  |  Delivery: Within 30Mins.
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