ABSTRACT
The study analysed the perception on moral values Among
Senior Secondary School Students in Kaduna State, Nigeria. The study had four
objectives. The study was conducted with the objectives to examine the
perception of the Islamic studies curriculum implementation for the acquisition
of faithfulness among senior secondary school students in Kaduna State; examine
the perception of Islamic studies curriculum on sincerity among senior
secondary school students in Kaduna State; ascertain the perception of Islamic
studies curriculum on modesty among students in senior secondary schools in
Kaduna State; and examine the perception of Islamic studies curriculum on hard
work among senior secondary school students in Kaduna State. Four research
questions and four null hypotheses were postulated in line with the stated
objectives. Relevant literatures were reviewed on the key variables of the
study. The study adopted descriptive type of survey research design. The target
population of the study comprised of 18,995 from Giwa, Kudan, Sabon Gari, Soba
and Zaria Local Government respectively. The sample sizes of 378 students were
used in the study. Data was collected using Implementation of Islamic Studies
Curriculum on the Acquisition of Moral Values Among Students questionnaire
(ISSCAMQ), the instrument was validated by the researcher‟s supervisors before
it was subjected to a pilot study which provides a reliability estimate of
0.81. The data gathered were analyzed using mean and standard deviation. All
the hypotheses were tested using chi-square at 0.05% level of significance. The
study concluded that there was existence of significant difference on the
perception of Islamic Studies curriculum on faithfulness among Senior Secondary
School students in Kaduna State; there was significant influence of Islamic
Studies curriculum implementation on sincerity among Senior Secondary School
students in Kaduna State; there was existence of significant difference on the
perception of Islamic Studies curriculum on modesty among Senior Secondary
School students in Kaduna State; and there is significant difference on the
perception of Islamic Studies curriculum on hard work among Senior Secondary
School students in Kaduna State. Based on the findings from this study,
recommendations were made among others that Islamic Studies teachers should be
encouraged to teach their students how to keep company with good peers as this
will help to provide faithfulness among them and students should be encouraged
to be to kind to others as this will help promote sincerity among them.
CHAPTER ONE
INTRODUCTION
1.1 Background
to the Study
Islam plays a significant role
in satisfying our physical as well as spiritual needs. Islam studies teach us,
a code of behavior, and conservation of social values and give us a meaning for
our existence. It helps in toleration and developing adaptive capacities for stressful
events of live. It gives us a sense of self-respect and teaches one about the
virtues of family life and a cohesive society with a sense of brotherhood.
According to Yusuf (2012), it was generally believed that, Islamic studies is
aim at provide a total and balanced development of every student in every
sphere of learning - spiritual, moral, imaginative, intellectual, cultural,
aesthetic, emotional and physical - directing all these aspects towards the
attainment of a conscious relationship with God, the ultimate purpose of man‟s
life on earth.
Islamic education is concerned not only with the instruction
and training of the mind and the transmission of knowledge (ta 'lim) but
also with the education of the whole being of men and women (tarbiyah that is
(moral training) (Mujaheed, 2007). The Islamic educational system never
divorced the training of the mind from that of the soul. The more overarching
concept of tarbiyah refers to moral education. Hence, acquiring
knowledge, ethics and a moral world view is a foundation for achieving what the
Qur'an requires of every human being - to enjoin what is good, and prevent what
is evil (Shaikh, 2010). Truthfulness and moral value are good qualities
desirable in all human beings. These qualities make one‟s life worth living and
worthy of emulation for peaceful co-existence. In recognition of this position,
the National Policy on Education, Section I paragraph a (k) provides for
teaching and learning of religion as part of general education. The policy says thus, opportunity shall continue
to be made for religious instruction; no child will be forced to accept any
religious instruction which is contrary to the wishes of his or her parents
(N.P.E., 2009).
This position gives Islamic
education relevance in the educational system. National curricula for religious
education do not just spring from nowhere. They evolve over time as a
reflection of the needs, perception and “historical development for the
societies concerned. However, religious education or studies, to some people is
still perceived as irrelevant subject to man's daily needs (Abdul-rauf, 2008).
The spiritual development which enhances character training is treated with
levity. This has been the major concern of religious conscious people in our
society, to different people Islamic religion means many things, but for the
purpose of clarity some scholarly definitions on meaning of Islam will be
reviewed. Islam goes beyond religious spheres (Balogun, 2008). It takes care of
all human endeavours, Islam discusses the spiritual and mundane activities of
man; hence it is regarded as „a complete way of life‟. The social, economic,
political, cultural and educational values of Islam cannot be overemphasized.
Islam lays down distinctive standard for the life of man. It regulates the life
of man to conform to the needs of this world and the hereafter (Adeniran,
2008). Hard work is what you do on top of all that. It‟s what you do after one
have put in good hours, after one have cleaned apartment, after one have kept
all appointments and followed through on all one promises. Hard work is above
and beyond and it‟s the only thing that will push one above and beyond. In
Nigeria today, there is rapid moral decadence cutting across adults, youths and
kids in all sectors of the society. Delinquent behaviors have de-generated the
psyche of people in the society to the extent that people have lost faith in
the capacity of the government to uphold morals
and justice People are no longer committed as self employees, civil servants,
laborers in private institutions, even as teacher, or students. Moreover,
outside schools and government institutions, there are increases in instances
such as robbery, trick, begging touting and all sorts of misfit behaviors in
our societies. Some findings have shown that majority of men and women found in
these acts are mostly school dropouts, youngsters from broken homes and
unemployed graduates of various institutions at diverse levels, therefore,
these calls for appropriate implementation of religious and ethical education
in our schools. If curricular on religions, social and ethical education are
well planned and developed and at the same time. If correctly implemented, most
of the above stated moral decadence would, if not completely eradicated or
reduced to the minimal (Doi, 2004 in Makinde, 2008).
Survival and welfare of a
nation depends largely on the way of life her citizens have, their mental and
moral orientation, their cohesion as a society. This fact has been recognized
in Islam, which therefore addresses itself to the whole way of life of
individual and society so as to achieve a balanced result. Thus Islamic studies
curriculum has been prepared to reflect this broad concern, so as to inculcate
true and balanced values in the young Nigerian at any age, when his mental and
moral development at a formative stage.
Islamic studies at the senior
secondary in Kaduna State has achieved this goal among the students has
remained a question unanswered if we take a look at the increase in moral
decadence and behavioural problems among the students. It is against this
backdrop that this study intends to assess the implementation of Islamic
studies curriculum on the acquisition of moral values among senior secondary
schools students in Kaduna State.
1.2 Statement
of the Problem
Moral decadence in Nigeria has generated a lot of problems
in our society resulting in the slow pace of development in the country, the
moral decadence ranges from examination malpractices, stealing, bribery and
corruption, sexual promiscuity, drug addiction leading to social maladjustment,
insubordination, disrespect to the constituted authority and to the rules of
law. All these immoral behaviours possibly contributed to declining economic
and educational standard, resulting in importation of strange social behaviours
into our society. This in turn has actually gone deep into the life style of
men and women in the society thereby generating fear, unpatriotic, feelings,
disunity, lack of faith in the development and progress of the country distrust
towards leaders and unguided behaviour in the mind of the youths with a clear
conscience who would love to uphold high moral standards.
There is need for appropriate orientation to be given to the
young ones, this will eradicate the moral decadence in our society, thereby
creating room for development, this can only be completed by our educational
sectors by means of the school which at the grassroots, matters most in the
instance of development, there is no doubt that moral degeneration and moral
values laxity especially among the secondary school students have become the
bane of the contemporary Nigerian society, these problems have eaten deep into
the fabric of all aspects of our national life, social, political, cultural or
economic, the anti-social behaviours which are the manifestation of this moral
and moral values decay have been worrisome to successive governments in power
as to elicit incessant calls on religious groups to intensify efforts in their
missionary activities to combat this menace, this is also asserted by
researchers such as (Mujaheed, 2008). Hard work is what you do on top of all that. It‟s what you do after one have put in
good hours, after one have cleaned apartment, after one have kept all
appointments and followed through on all one promises. Hard work is above and
beyond and it‟s the only thing that will push one above and beyond. All these
burning issues are the basic problems which this research work intends to
address. But to be more precise, the study will assess the implementation of
Islamic studies curriculum on the acquisition of moral values such as;
faithfulness, sincerity, modesty and hard work among senior secondary schools
students in Kaduna State.
1.3 Objectives
of the Study
Objectives
of the study are as followed:
1.
examine the perception of male and
female students on faithfulness in Islamic studies curriculum among senior
secondary school students in Kaduna State;
2.
examine the perception of male and
female respondents on sincerity in Islamic studies curriculum among senior
secondary school students in Kaduna State;
3.
ascertain the perception of male and
female respondents on modesty in Islamic studies curriculum among students in
senior secondary schools in Kaduna State; and
4.
examine the perception of male and
female respondents on hard-work in Islamic studies curriculum among senior
secondary school students in Kaduna State.
1.4 Research
Questions
The
research questions generate for the study are as follows:
1.
to what extent does Islamic studies
curriculum influenced faithfulness among senior secondary school students in
Kaduna State?
2.
to what extend does Islamic studies
curriculum influence sincerity among senior secondary
school students in Kaduna State?
3.
to what extent does Islamic studies
curriculum influence modesty among students in senior secondary schools in
Kaduna State?
4.
how does the Islamic studies
curriculum influence hard work among senior secondary schools students in
Kaduna State?
1.5 Research
Hypotheses
The
following hypotheses will be tested in the study:
Ho1: There is no significant difference in the
opinion of male and female respondents on the perception of faithfulness in
Islamic studies curriculum among senior secondary school students in Kaduna
state;
Ho2: There is no significant difference between
the opinions of male and female respondents on the perception of sincerity in
Islamic studies curriculum among senior secondary school students in Kaduna
state;
Ho3: There is no significant difference between
the views of male and female respondents on the perception of modesty in
Islamic studies curriculum among senior secondary school students in Kaduna
state; and
Ho4: There is no significant difference between
the opinion of male and female respondents on the perception of hard-work in
Islamic studies curriculum among senior secondary school students in Kaduna
state.
1.6 Basic
Assumptions
The
following basic assumptions are developed for the study:
1.
it is assume that Islamic studies
curriculum does not inculcate faithfulness among senior secondary school in
Kaduna state, Nigeria.
2.
it is assume that Islamic studies
curriculum does not inculcate sincerity among senior secondary school students
in Kaduna State, Nigeria.
3.
it is assume that Islamic studies
curriculum does not inculcate modesty among senior secondary school students in
Kaduna State, Nigeria.
4.
it is assume that Islamic studies
curriculum does not inculcate hard work among senior secondary school student
in Kaduna state, Nigeria.
1.7 Significance
of the Study
The study will help students as well as teachers develop
more awareness on the importance of the Islamic studies as subject and its role
in moral values development. The result of the study will help teachers provide
encouragement to think of ideas that will give proper guidance to the students.
This may also increase their competency in providing moral support to students.
The result of the study will help the parents with
strategies of inculcating moral values in their wards at home and the community
at large. It is expects that, this study would widen the horizon of the society
on the vital role Islamic studies plays in the life of their students. This
will properly develop confidence in members of the society that, Islamic
studies not just branch of learning which supplement the school curriculum
courses but a healing subject. Add to this, the study will help to fast-track
the school administrator plan in students‟ behavioural problems by providing
them with effective strategies that works.
Moreover, this study serves as resource material and compass
for curriculum planners in Islamic studies programme at senior secondary level
when need for curriculum review arises, because, it is expected to provide
directions to the professionals on what to be included
in order to make the curriculum more richer to stand the test of time with
references to moral values inculcation in the mind of Islamic studies students.
This study will stand to serve
as, a reference material in the educational system in as far as it will
establish the role Islamic studies curriculum plays in inculcating moral values
in senior secondary school students. In addition, the study will contributes to
existing literature through its findings, which will succeed in confirming the
fact that, the Islamic studies curriculum at senior secondary level is not just
a blue print developed to make the curriculum comprehensive in its outlook but
rather, a subject that, put into practice the themes and topics there in, to
achieve its central goals as building of a balanced personality.
The Ministry of Education officials will benefits from this
/study on issues relating to allocation of funds to these schools, the need to
allocate more funds for the purpose of organizing workshop for the teachers and
students in these school again, the Ministry of Education officials will be
equipped with reliable and factual information concerning the state of
acquisition of moral value in these schools and the modalities to manage them
and for planning purpose. The Ministry of Education official will benefits from
the study, the findings from this study will alert them in playing a sensitive
role aimed at the provision of a conducive learning environment and at same
improving the standard of education.
The Ministry of Education official will benefits from the
study by having knowledge of the state of acquisition of moral values in these
government schools, Kaduna state and the legal framework guiding its
activities. The Parent Teachers Association (P.T.A) are indeed partners in
managing the school will benefits from the study, the findings from the study
will inform the Parent Teachers Association, the opportunity to have adequate knowledge of acquisition of the moral values in these
schools and the roles they can play in supporting the school. It will enable
them to work harmoniously with the school in talking to their wards/students on
how to interact with one another.
Education Administrators like the principal, teachers,
Parent Teachers Association (P.T.A). The educaiotn administrators like;
principals who is the head of the school will have reliable and factual
information concerning the state of acquisition of morals values. Again, the
findings from this study will place the education administrator on alert,
policies that will help check mate. It will help the teachers who is the major
stakeholders in teaching and learning to initiate, and use different teaching
strategies, sustain and adequately apply the moral values at his or her
disposal, to achieve teaching goal and be a useful citizen in her community. It
will help the teacher even in placing disciplinary measures on students so as
to take care of the delinquent and unacceptable behaviours.
Non-governmental organization will have reliable and factual
knowledge of the acquisition of moral values in these schools. It will give
them the opportunity to play a sensitive role of providing more funds, to
enable these schools have more school facilities and management policies.
Again, religious bodies who are partners in educaiotn, the findings from this
study will informed them the opportunity to lay more emphasis on the moral and spiritual
teachings that will enable the students make proper use of these acquisition of
moral values without necessarily abusing the opportunity to become useful in
the society.
Curriculum Experts/planners will benefits from the study. It
will give them the opportunity to have adequate knowledge of the state of
acquisition of moral values in these schools. It will place a burden on them to
plan and develop curricula documents that will take care of all students, as well as curriculum experts in playing a
sensitive role aimed at mapping the standard of education, hence the curriculum
needs to be changing along side with the needs and aspirations of the society.
The study will motivate the curriculum planners to emphasize the use of mastery
learning skills, reflective strategy in teaching various concepts in Islamic
studies. This may help to enhance the performance in Islamic studies thereby
reducing the rate of failure in the subjects.
Again, Islamic studies students will benefits from the study,
students will observe practical knowledge and in the acquisition of essential
skills in their learning. The students will benefits from the study by having
useful information to enable them have ability to properly organize themselves
for meaningful educational attainments. The findings will enhance motivation of
Islamic education students towards the subjects and improve their performance
since it incorporate mastery of the concepts taught. Findings for the study
will open more doors for further research to be carry out in the future,
researcher will have adequate knowledge of the state of acquisition of moral
values in these Government schools. Knowledge of acquisition of moral values in
these schools which shall be open up to the academician, shall place a burden
for academician to press hard for all concern for improvement in the standard
of conduct in these schools
so
as to enhance students‟ performance.
It will boost the morals of
teachers to be able to use right teaching methodology, proper, effective
efficient use of instructional aids to teach. Enable the educational
administrators and planners to appreciate the need for proper management of
students, so as to ensure productivity in their studies.
It will
help student and
teachers under training
to enhance .their
learning skills, knowledge and rudiment about how good moral values can help
both teachers and students to learn and improve their skills successfully. It
will help school administrator in casting some light on the extend of benefits
of good moral values as well as the opportunity to enroll in more students in
these Government schools in Kaduna.
1.8 Scope
of the Study
The study is focused on the perception of Islamic studies
curriculum on moral values among senior secondary school students in Kaduna
State. The study is limited to cover Zaria Educational Zone which consists of
all the senior secondary schools in Zaria Educational Zone of Kaduna State,
Nigeria.
The study will look at the perception of Islamic studies
curriculum on moral values among senior secondary school students 1-3 but the
researcher‟s interest will particularly be on SSS II students so as to get the
opinion of the students concerning the perception on moral values in Islamic
studies curriculum among senior secondary school students in kaduna state. All
the schools found in Zaria Educational Zone which the researcher is interested
are co-educational school, having both males and females and different ethnic
and religious group.
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