Abstract:
Islamic Studies is taught at Junior Secondary Schools (JSS) to inculcate discipline in students. However, evidence have shown that most of the students regardless of religion being practiced lack discipline and morals. The moral decadence among these secondary school students has become a major concern attributed to deficiencies in moral instructions embedded in the curriculum. Previous studies have focused largely on Al-Majiri, Ulama roles, problems and challenges facing the teaching and learning of Islamic Studies with little emphasis on curriculum implementation. The study, therefore, was designed to evaluate the implementation of the current Islamic Studies curriculum with respect to provision of instructional materials, qualified and experienced teachers and teaching effectiveness (content mastery, orderly presentation and communication skills) as imparted on discipline and learning outcomes (attitude and achievement). The learning outcomes of students based on the curriculum content of Tawhid, Fiqh, Sīrah and Taḥdhib were also assessed. ā
The study adopted an ex-post facto design using the Context, Input, Process and Product evaluation model. Three states were randomly selected from the South-west, while purposive sampling technique was employed to select 65 public schools that offer the subject (Oyo - 27, Osun - 19 and Ogun - 19). All JSS I-III Islamic Studies students (2353) and their teachers (65) were enumerated. Instruments used were Islamic Studies Curriculum Performance (r=0.98), Classroom Teachers’ Evaluation (Scott π=0.96), Qur’an Recitation Rating (Scott π=0.63) and Instructional Materials Assessment (r=0.90) scales, and Students’ Attitude Towards Islamic Studies (r=0.57) and Islamic Studies Curriculum Achievement (r=0.98) tests. Data were subjected to percentages and Multiple regression at 0.05 level of significance.
Ninety-five percent and fifty-four percent of the schools had qualified Islamic Studies teachers and sufficient instructional materials, respectively, even though audio-visual aids were not available. Ninety percent of the teachers perceived the curriculum objectives as achievable, 29.0% of the teachers possessed content mastery, orderly presentation and communication skills. Eighty-five percent of the students recited Qur’anic text fluently; 29.0% defined and categorised actions that deal with Oneness of Allah (Tawhid) and Islamic jurisprudence (Fiqh), while 32.0% were knowledgeable in stating lessons derivable from history of the Prophet (Sīrah) and Islamic moral lesson (Taḥdhib). Teaching qualification and experience, instructional materials and assessment of learning jointly predicted students’ achievement (F(6,58)=2.98; Adj, R2=0.17), accounting for 17.0% of its variance; with only assessment (β=-0.43) contributing relatively to achievement. Teaching qualification and experience, instructional materials and assessment jointly predicted students’ attitude (F(16,58)=3.21; Adj R2=0.16), accounting for 16.0% of its variance.. Availability of instructional materials (β=0.41) and assessment (β=-0.46) had significant relative contributions to students’ attitude toward Islamic Studies.
Sufficient Instructional materials, good assessment and availability of qualified teachers enhanced the effective implementation of Islamic Studies curriculum with respect to impartation of discipline and learning outcomes among secondary schools students in South-west Nigeria.
