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. The population of the
study is 108 teachers, from which 86, Islamic studies teachers were sampled in
Zaria Educational Zone, Kaduna state. The instrument used was a structured
questionnaire comprising of two main parts, consisting of 69 items. The data
collected was analyzed using the computer statistical package for the social
sciences IBM 20. The descriptive statistics were used to analyze the bio data
and response to research questions while t-test inferential statistics was used
to test the research hypotheses at 0.05 alpha level. The main findings of the
study include that: teachers in public schools are better qualified than
teachers in private schools; that the curriculum is uniformly provided by the
government for all secondary schools in Kaduna state; number of periods for
Islamic studies in public and private schools are sufficient to cover the
scheme of works by the teachers; the methods of teaching employed in private
schools are not as adequate as those of public schools, and that there is
difference in terms of assessment strategies in public and private schools;
publics and private schools both agreed the Islamic studies teaching methods
and process promote morality. Based on these findings, it was concluded that
the teaching of Islamic studies in private schools should be improved to meet
up with what obtained in the public schools and the set standards. The study
recommended among others, based on the above findings that: government should
pay more attention to the teaching of the standard Islamic studies curriculum
in private schools as it does in public senior secondary schools; the
methodology employed in teaching Islamic studies in private and public schools,
should be harmonized and well supervised.
CHAPTER
ONE
INTRODUCTION
1.3 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).
In
Nigeria, three main educational traditions; viz the indigenous, Islamic and
western, are known to have flourished at various times. Each type of education
served its purpose for consumers but also had its problems. However, Islamic
studies was formalized in the western type of schools (both public and private
schools). Islamic education started at local Qur‟anic schools, and in Nigeria
Islamic schools especially in the north, now compete with public schools
because they offer a full range of subjects in addition to standard religious
instruction.
The
archetype of traditional Islamic education across the Middle East, Africa
including Nigeria was a one-room school, with a male teacher and several
assistants (graduates of this school or advance older students) who taught
children the memorization of Qur‟an through a combination of copying activities
and memorization. In Nigeria, there are still many traditional Qur‟anic schools
like the model described above. A significant number of such schools
transformed themselves into “Islamiyya schools” by upgrading their curriculum
and expanding it to teach a wider range of subjects. Many have jettisoned their
old pedagogical techniques in favour of age group classes, whole group
instruction and examinations used in the public schools. In Nigeria these type
of schools, which are still generally community financed and managed, have
flourished and are proving to be a popular alternative to the public schools
for Muslim. Secondary education according to National policy on education 4th
edition (2004) stated that it‟s the education children receive after primary
education and before the tertiary stage. The broad goals of secondary education
shall be to prepare the individual for: useful living within the society; and
higher education.
To
achieve the objectives of the secondary school education, Islamic studies has
been identified as one of the subjects that should be taught. The senior
secondary school Islamic studies curriculum, spells out four broad objectives
to be achieved at the end of its implementation. These according to Federal
Ministry of Education (1985), in Ajidagba (2005:4) are to:
Prepare
the students spiritually, morally, socially, and intellectually for his role as
a Muslim in the world which he is entering;
Give
him an insight into the broad view of Islam in both the past and the present;
Help
him to further his studies of Islam both formally and otherwise throughout life
in accordance with the saying of the prophet (S.A.W): “Seek knowledge from the
cradle to the grave”; and Enable
him to practice properly all his religious duties.
The
well-articulated objectives of secondary education cannot be achieved if all
the issues involved in implementation of curriculum at secondary education
level are not addressed squarely. Curriculum implementation in secondary
schools, involve provision of facilities which will aid the development of
effective and conducive learning experiences, funding, teachers qualification
etc. The issues at stake are: How can these facilities be provided? To what
extent are the available facilities being used for effective implementation at
secondary school level? We also have teacher‟s participation in decision making
and curriculum implementation; teachers are deliberately neglected when major
decisions on education and matters concerning their welfare are taken. There
are other curriculum implementation issues at secondary school which involve;
adequate qualified teachers; funding or financing the educational system;
application of information and communication technology; motivation of teachers
to mention but few.
Private
and public secondary schools in Kaduna state, implement and posses one single
curriculum under the same educational system. Private schools which are seen as
independent schools or non-state schools are not administered by local, state
or national government but they retain the right to select their students.
While public schools are also seen as state schools and generally refers to all
primary or secondary schools mandated or provided for all children by the
government, whether national, local or regional administration of civil
government and paid for, in whole or in part by state. The term may also refer
to institutions of post secondary education. Therefore the study is aiming to
compare the teaching and learning of Islamic studies to bring out
the similarities as well as differences and provide possible majors on how to
manage the affair of Islamic studies curriculum implementation in both public
and private senior secondary schools in Kaduna state.
1.4 Statement
of the Problem
Islamic
studies curriculum implementation at secondary school level in both private and
public schools in Kaduna State is in a uniform form, both the curricular
design, comprising; content, syllabus, methodology and evaluation processes are
equal and carried out at same degree level. According to Ajidagba (2005: 4) “In
any curriculum planning endeavour, goal setting which is also known as
selection or formulation of aim, goals and objectives, is the first and crucial
stage on which all other stages depend. Therefore, Islamic studies curriculum
implementation carried the same degree level of activities in both private and
public schools, and using the same methodology, since it deals with same
dispcline of study and implementation of no differential inclination.
Unfortunately,
the implementation of Islamic studies curriculum at secondary school in Kaduna
state could be said to be incomplete, in the sense that syllabus within the
allotted periods are not completed at various levels; this is inline with what
Mohd Sani (2006) attributed the issues to the lack of qualified teachers for
proper implementation, periods allotted not sufficient for the coverage of the
expected teachings, contents in curricular and syllabus not covered, there are
also congested classrooms with students combine in single classes sitting on
bare floors in some public schools not as in private. Moreover, the issue of
having standard text books to guide the teachers to develop a kind of uniform
work through the syllabus guide is not applicable. Rather a teacher is given
free hand or assigned to use any textbook to handle the case, even if it does
not comply with what the curriculum and syllabus content is all about. Despite
that all curriculum contents
are being design and one single curriculum was in control.There have been
observed by teacher that, there is a degree of differences pertaining
curriculum implementation at secondary school level between the Public and
Private schools, in some cases private schools are using contents or books
which does not comply with the curriculum content designed by the stipulated
Islamic studies curriculum.
In
Kaduna state the Educational Research Center (ERC), has brought harmonized
syllabus and scheme of work. The harmonized scheme of work which is base on the
National Educational Research and Development Centre (NERDC) curriculum has
been develop in all subjects including Islamic studies. The use of the
harmonized scheme of works is mandatory for all state schools but not so for
federal and private schools in Kaduna state.
The
question therefore is, to what extent are the private and pubic schools in
Kaduna state are using such curriculum. Isiaku (2008: 120) observed base on the
problem of particular study, he added that; “the private school administrators
and proprietor‟s adherence to the regulations of the educational policies with
the state and at national level through government control could enhance the
implementation of the Islamic studies curriculum in the secondary schools.”
Thus,
the aim of this study is to investigate the degree to which implementation of
secondary school Islamic studies is being carried out, and to investigate the
differences in private and public schools, on the implementation activities and
qualification of teachers employed, so as to provide effective teachers at
secondary school level and their will be no any differential inclinations
between the public and private schools in any sense. Students also will be
uniformly provided with the knowledge of Islamic studies as being design by the
stipulated Islamic studies curriculum.
1.3 Objectives
of the Study
The
study sought to achieve the following objectives:
1.
compare the Islamic studies
curriculum used in both public and private senior secondary schools in Kaduna
state.
2.
determine whether difference exist
between the teachers‟ quality and quantity employed to teach Islamic studies in
public and private secondary schools in Kaduna state.
3.
compare the time allotted to the
teaching and learning of Islamic studies in senior secondary schools in Kaduna
state.
4.
assess the methods used for teaching
Islamic studies in public and private schools in Kaduna state.
5.
examine the extent to which students
are assessed academically and morally in public and private secondary schools
in Kaduna state.
6.
determine the extent to which the
teaching methods promote morality in public and private secondary schools in
Kaduna state.
1.4 Research
Questions
The
following questions were raised to guide this study:
1.
how different is the Islamic studies
curriculum content used in public and private senior secondary schools in
Kaduna state.
2.
what are the difference in the
quality and quantity of teachers employed to teach Islamic studies in public
and private senior secondary schools in Kaduna state?
3.
what are the difference in the time
allotted for teaching Islamic studies in public and private secondary schools?
4.
what are the methods used for
teaching Islamic studies in public and private senior secondary schools in
Kaduna state?
5.
to what extent are students in
public and private schools assessed academically and morally?
6.
to what extent do the teaching
method and process promote morality?
1.5 Hypotheses
The
following hypotheses were formulated for the study:
1.
there is no significant difference
in the curriculum content used in public and private senior secondary schools.
2.
there is no significant difference
between the quality and quantity of teachers employed to teach Islamic studies
in public and private schools in Kaduna state.
3.
there is no significant difference
in the time allotted for the teaching of Islamic studies in public and private
schools.
4.
there is no significant difference
in the methods used by public and private schools for the teaching of Islamic
studies.
5.
there is no significant difference
in the extent to which students are assessed academically and morally.
6.
the teaching method and process have
no significant impact on the morality of students in public and private
schools.
1.6 Basic
Assumptions
The
study was conducted on the assumption that:
1.
all Islamic studies teachers are
qualified to teach Islamic studies at senior secondary school level in Kaduna
state.
2. curriculum
was uniformly provided by the government, and all schools irrespective of
public, private and others adhered to the same and abide by the national policy
on education system.
3.
students are assessed equally using
the same assessment strategies at gradual and final examinations.
4.
professional qualified and morally
sound Islamic studies teachers influence and made great impact on students‟
performance academically and spiritually.
1.7 Significance
of the Study
The
findings of the study is significant in the following ways:
The
study will provide curriculum planners an insight on how public and private
schools are implementing Islamic studies curriculum to overlook or re-plan the
curriculum itself in order to make adjustment and take possible measures on how
to harmonize with other interfering curricular. Highlight to school
administrators the differences and similarities in the implementation of
Islamic studies curriculum in public and private schools, in order to know
where the differences exist and why some of them are lacking behind from their
counterparts, thereby employing possible measures to caution school heads,
proprietors and other bodies concern
such as educational zonal offices, examination bodies, students/teachers etc to
map-out all disparities in administration of both public and private schools.
It will give the government and policy makers an insight on how public and
private schooling system is taking place in the state and country at large in
order to pay more attention and introduce effective supervisory measures set to
look into the affairs of public, private as well as voluntary organizations
activities to conform with the standard national policy and ministry of
education system in the country.
The
study will be of great benefits to teachers and students-teachers to know how
to successfully implement the Islamic studies curriculum and the role they are
to play in the implementation activities, thereby giving them a clear and
conscious measures to adjust and take possible corrections. The study will be
of great benefit to students and researchers, as the work will be as a
reference when it comes to issues related to the topic of concern, to build
upon their works.
1.8 Scope
of the Study
The
study compared Islamic studies curriculum implementation in public and private
senior secondary schools in Zaria Educational Zone, Kaduna state. The study
covered both male and female teachers of Islamic studies. Moreover, the study
was delimited to the implementation of Islamic studies curriculum in Sabon Gari
and Zaria local government areas of Kaduna state.
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