The Role of Islamic Studies in Moral Control Among Secondary School Students in Kaduna State.
ABSTRACT
The study investigated the effectiveness of the Islamic studies curriculum in curbing moral degeneration among senior secondary school students in Kaduna State.
This is done by determining the potentials and effectiveness of Islamic studies; then examining the effectiveness of learning materials and the teaching techniques adopted by the teachers; identifying the problems associated with the teaching of Islamic Studies in schools.
To achieve the above, the study employed a multistage random technique to draw a sample size of 120 Islamic Studies teachers and 120 senior secondary school students of Islamic studies.
Data was collected using a set of two semi-structured questionnaires and statistically analyzed using frequency distribution, percentages and means. The main sections of both questionnaires were structured on the 5-point Likert scale and analyzed accordingly.
The major findings and conclusions that emerge from the study include:
(a) the curriculum as it exists today contains adequate learning material and moral lessons for the youths. Though with much emphasis on the theoretical rather than the practical aspects of inculcating moral values;
(b) the recommended textbooks contain relevant information needed for effective teaching of Islamic Studies as a subject for knowledge and of moral instructions. Though the reference materials recommended in the curriculum are often written in Arabic, which teachers that lack competency in the Arabic language find it difficult to effectively consult;
(c) teachers are more concerned with students having good examination grades than positive behavioral change; (d) the Schools have adequate teaching aids for effective teaching of the Islamic studies curriculum, but the teaching aids are rarely use in the teaching of the subject;
(e) the Schools have enough trained and qualified teachers to handle the Islamic Studies curriculum;
(f) the schools did not have vibrant MSS where activities will be organized and conducted to inculcate good moral values;
(g) Most Islamic Studies teachers are often not seen as good models by the students.
(h) Most teachers are not given the opportunity to attend courses, seminars and workshops.
INTRODUCTION
In old and recent times, youth have always been the pillar of renaissance and change in any community (al-Banna, n.d). An old adage, he who has youth has the future, goes to show the important role the youth of any nation play in developmental processes in such nations.
The Nigerian society since the mid 1970s has been passing through substantial change in its structure, social institutions and traditional social organization in its quest for modernity and industrialization (Fafunwa, 1991; Okunnu, 2001).
These changes have brought about myriads of previously inexperienced social problems resulting from the breakdown of our traditional values and normative standards.
Our society is presently hit by a barrage of social problems such as all forms of family disorganization, urbanization and growth of slums, unemployment and poverty, indiscipline, moral decadence and moral bankruptcy,
crime and juvenile delinquency (Hamman, 1999; Okunnu, 2001) The Nigerian nation is going through a period of painful metamorphosis.
Our culture has in the recent past been to some extent enriched but largely polluted by foreign ideas that end up destabilizing our society and making it difficult for us to define our identity.
The result is confusion in thought and action, which has given rise to a general state of frustration and restlessness, manifested in deviant behaviour among the generality of our people such as armed robbery, drug abuse,
large scale fraud, break-up of marriages and consequent lack of parental care for children, which in turn leads to juvenile delinquency of a chronic order.
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StudentsandScholarship Team.
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