THE ROLE OF ISLAMIC STUDIES IN MORAL CONTROL AMONG SECONDARY SCHOOL STUDENTS IN KADUNA STATE

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dc.contributor.authorUMAR, MAIRO,
dc.contributor.authorMOHAMMED
dc.date.accessioned2014-03-06T08:02:42Z
dc.date.available2014-03-06T08:02:42Z
dc.date.issued2011-09
dc.descriptionDEPARTMENT OF ARTS AND SOCIAL SCIENCE EDUCATION FACULTY OF EDUCATION AHMADU BELLO UNIVERSITY, ZARIAen_US
dc.description.abstractABSTRACT 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. In view of the findings of the study, several recommendations were advanced to enhance the effectiveness of teaching Islamic Studies as a moral subject in secondary schools.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/3304
dc.language.isoenen_US
dc.subjectROLE,en_US
dc.subjectISLAMIC,en_US
dc.subjectSTUDIES,en_US
dc.subjectMORAL,en_US
dc.subjectCONTROL,en_US
dc.subjectAMONGen_US
dc.subjectSECONDARY,en_US
dc.subjectSCHOOL,en_US
dc.subjectSTUDENTSen_US
dc.subjectKADUNA,en_US
dc.subjectSTATEen_US
dc.titleTHE ROLE OF ISLAMIC STUDIES IN MORAL CONTROL AMONG SECONDARY SCHOOL STUDENTS IN KADUNA STATEen_US
dc.typeThesisen_US
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