Comparative Study of Islamic Studies Curriculum Implementation in Public And Private Secondary Schools in Zaria Educational Zone, Kaduna State, Nigeria

Comparative Study of Islamic Studies Curriculum Implementation in Public And Private Secondary Schools in Zaria Educational Zone, Kaduna State, Nigeria.

ABSTRACT

This study compared the implementation of Islamic studies curriculum in private and public secondary schools in Zaria Educational Zone, Kaduna state. The objectives of the study include comparison of: the curricular used in public and private secondary schools;

Differences that exist in public and private secondary schools in terms of quality and number of Islamic studies teachers; time allotted to Islamic studies subject;

assessing the methods used in teaching the subject in private and public secondary schools; extent of students assessment academically and morally and to determine extent teaching methods promote morality and social interaction.

The research design used was a descriptive survey which is desirable in reaching all the sampled respondents. The population consisted of all Islamic studies teachers and principals in both public and private secondary schools in Kaduna state.

PROCEED NOW TO DOWNLOAD PAGE

TABLE OF CONTENTS

TITLE PAGE                   i

DECLARATION              ii

CERTIFICATION          iii

DEDICATION              iv

ACKNOWLEDGEMENTS             v

ABSTRACT            vii

TABLE OF CONTENTS        viii

LIST OF TABLES               x

LIST OF ABBREVIATIONS             xi

OPERATIONAL DEFINITIONS OF TERMS    xii

CHAPTER ONE: INTRODUCTION

• Background to the Study 1
• Statement of the Problem 4
• Objectives of the Study 6
• Research Questions 6
• Hypotheses 7
• Basic Assumptions 7
• Significance of the Study                         8
• Scope of the Study                                          9

CHAPTER TWO: REVIEW OF RELATED LITERATURE

• Introduction 10
• Conceptual Framework 10
• Models of Curriculum Implementation 12
• Islamic Studies: An Overview 14
• Islamic Education in Nigeria 17
  • Aims and Objectives of Islamic Studies 18
  • Scope of Islamic Studies Curriculum 22
• Methods of Teaching Islamic Studies 29
  • Teaching and Learning of Islamic Studies 38
• Evaluation of Islamic Studies 41
• Objectives of Secondary Education 43
  • Implementation Issues in Secondary Education Curriculum 44
  • Strategies for Islamic studies Curriculum Implementation 51
• Empirical Studies 54
• Summary 64

CHAPTER THREE: METHODOLOGY

• Introduction 65
• Research Design 65
• Population of the Study 65
• Sample and Sampling Techniques 66
• Instrumentation 67
  • Validity of the Instruments 68
  • Pilot Study 68
  • Reliability of Instrument 68
• Procedures for Data Collection 69
• Procedure for Data Analysis 69

CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION

• Introduction 70
• Description of study variables 71
• Testing of Hypotheses 82
• Summary of Major Findings 89
• Discussions of Findings 90

CHAPTER FIVE: SUMMARY CONCLUSION AND RECOMMENDATIONS

• Summary 95
• Conclusion 96
• Recommendations 96
• Contributions to Knowledge 97
• Suggestions for further studies 97

REFERENCES

APPENDICES

PROCEED NOW TO DOWNLOAD PAGE

INTRODUCTION

1.1 Background to the Study

Education is perhaps the most influential social institution in any society. The role of schooling is to transmit the common set beliefs, values, norms, and ways of understanding from the adult members of a society to its youth.

Muslims worldwide share a common set of values based on the Qur‟an and sunnah of prophet Muhammad (S.A.W). It is a function of Islamic schools and parents to teach these values to Muslim students through the use of well designed curricular.

Parents in Muslim countries are increasingly looking to Islamic schools as a source of education for their children. Indeed, with the mandate of education for all, and the millions of children who attend Qur‟anic or other forms of Islamic schools.

Many governments are beginning to put effort on how to define acceptable minimum standards for Islamic schools, such that their pupils may be counted among the children enrolled in “schools” (example, public, private and other recognized schools) and receiving quality basic education.

This is certainly the case in Nigeria, where the public, private and private Islamic school sectors are growing and not just in the Muslim north of the country. (USAID, 2006).

PROCEED NOW TO DOWNLOAD PAGE

REFERENCES

Abdu, B.M. (2010). Assessment of the Implementation of Mathematics Curriculum in Selected Senior Secondary Schools in Kaduna state. Unpublished M.Ed Thesis, Faculty of Educational Foundation and Curriculum, A.B.U, Zaria.

Adebayo, R.I (2007). The Influence of the World Conferences on Muslims Education on Islamic Education in Nigeria. In Adetona, L.M (ed) Islamic Studies in Contemporary Nigeria, Ibadan: Islamic Publication Bureau.

Adedokun, O.M, (2006). Multidisciplinary Textbook for Tertiary Institution. Zaria: Jodda Comm. Press Ltd.

Adeniyi, A. (2002). Teacher Quality and Quantity as Correlates of Secondary School Students’ Academic Performance in Ogun State, Nigeria. Nigerian Journal of Guidance and Counselling. University of Ilorin: 8(1) pg 98-111.

Adeyinka C.O. (2010). A comparative study of male and female students in agricultural science and biology in Kwara state college of education, Ilorin, proceedings of the 2^nd national engineering conference, federal polytechnic, Offa, held between 13^th-15^th July pp 111-113.

Adhimabi, O. & Henereld, W. (1995). Girls and schools in sub-Sahara Africa, Tomio, Nairobi Publishers.