THE PROBLEMS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF ISLAMIC RELIGIOUS STUDIES IN JUNIOR SECONDARY SCHOOL IN OJI-RIVER LOCAL GOVERNMENT AREA OF ENUGU STATE

THE PROBLEMS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF ISLAMIC RELIGIOUS STUDIES IN JUNIOR SECONDARY SCHOOL IN OJI-RIVER LOCAL GOVERNMENT AREA OF ENUGU STATE

Abstract

This study centers on the problems militating against effective teaching and learning of computer science in Junior Secondary School in Oji-River Local Government Area of Enugu State. In carrying out the research above, data were collected through self made questionnaires. The simple percentage analysis method was used to analyze the responses elicited from respondents. And meaningful conclusion was drawn from there. It was discovered that factors such as lack of qualified teachers and inadequate provision of computer laboratory, lack of power supply, irregular computer science practical. All this contributed to the problems militating against the effective teaching and learning of computer science especially in the area of study.

CHAPTER ONE

INTRODUCTION

Background of the study

Education is an essential ingredient for human development, social justice, equity and religious harmony; and in all facets, Islam as a religion enjoins its adherents to seek useful knowledge from cradle to grave. Islamic studies on the other hand trains the sensibility of students in such a manner that their attitude to life, approach to all kinds of knowledge and decisions are all regulated by the value of Islam. On these premises, Muslims of all ages have strived and contributed meaningfully to human development, educational advancement, world civilization and culture (Adeyemi, 2016). In Nigeria, Muslims in both northern and southern parts of the country have being the victims of colonial inequity in term of western educational adventures amidst the British policy of noninterventionism towards the Muslims especially in the North (Rosalind,2001), while their southern counterparts were forced to change their faiths and names in exchange for biblicalinclined education. This, according to Rosalind has resulted in a lasting and destabilizing dichotomy that is firmly imprinted in the historical memory of Nigerian Muslim (Rosalind, 2001) However, the establishment of schools modeled in western ways by Muslim Missionary Organizations ( such as Ansar-udeen Society of Nigeria, Ahmadiyyah Movement and others) in addition to schools established by colonial government as the result of series of appeals and protests by the discontent Muslims ushered in a new lease of life of educating Muslim children. In furtherance of this new development, the teaching and learning of religious studies (which included Islamic Studies-ISS and Christian Religious Studies-CRS) were inculcated into the Nigerian Educational Curriculum by the Nigerian Educational Research and Development Council in both primary and post primary schools. But, unmistakably, the teaching and learning of ISS have being confronted with plethora of problems that have been identified and discussed by numerous researchers, writers, speakers and academia in different publications and conferences. The Subject today is a mere and elective subject in schools not as a compulsory discipline needed to enrich the faith, demeanour and intellectual capability of Muslim pupils and students; and even recently to exacerbate these problems, the Federal Ministry of Education in actualizing it aims of reducing the number of subjects taught in primary and post-primary schools merged ISS with other so-called related disciplines. This and other factors without mincing words have compounded the problems of ISS in Nigerian elementary schools and aided eroding of its values and efficacy in the lives of Muslim children. This Study analyses these trends and suggests some solutions that can obliterate ISS conundrum in Nigerian secondary and post-secondary schools.

• STATEMENT OF THE PROBLEM

The problem associated with the teaching of Islamic religious studies can be classified into instructional and infrastructural problems as well as biases and interferences from the first language (L1). It is to be noted however that there is no single best method of teaching the English language. Language learning does not have to follow the same part whatever the objective and circumstances. The teaching of Islamic religious studies is a praginatic business and should be judge as such. The teacher faced with decisions on the methods and techniques that he has to use and bear in mind the conditions under which he will be working. That is to say that one cannot brand a particular method as good or bad without taking the circumstances in which it is used into consideration. The teacher also has to take into account his own qualities and the characteristics of his pupils and also physical and other conditions in which he has to work.

In learning Islamic studies, the learner in taught Arabic at school and unconsciously “picks it up” out of school from his family and friends, from the radio, from Newspapers, from films, from public speeches e.t.c most of the Arabic he will be exposed to out of school will be incorrect Arabic because it will be spoken by people whose first language is not English. In addition, he will face problems in learning Arabic as a result of interference from the mother tongue.

• OBJECTIVE OF THE STUDY

It is the objective of this study to:

1. To examine the emergence and content of ISS as a subject in Nigerian post-primary schools
2. Highlight the problems and prospects in the teaching and learning of ISS

• Recommend the preferable solutions to the problems highlighted
  • RESEARCH QUESTIONS

The following research questions were formulated by the researcher to aid the completion of the study;

1. Does the mother tongue interfere with the teaching and learning of Islamic study?
2. Is there any significant relationship between the learning Islamic religious studies and English language?

• Does the emergence and content of ISS as a subject in Nigerian post-primary schools enhanced learning of Islamic studies
  • RESEARCH HYPOTHESES

The following research hypotheses were formulated by the researcher to aid the completion of the study:

H₀: Mother tongue does not interfere with the teaching and learning of Islamic study

H₁: Mother tongue does interfere with the teaching and learning of Islamic study

H₀: there are no problems and prospects in the teaching and learning of ISS

H₂: there are problems and prospects in the teaching and learning of ISS

• SIGNIFICANCE OF THE STUDY

It is the writer’s belief that based on the identified problems of teaching Islamic religious studies in secondary schools in Oji river Local government area of Enugu state, coupled with suggested improvements, there will be an improved standard in the teaching/learning situation and consequently and improvement in the performance of both the students and teachers on the field. A student will be able to communicate more effectively. It will also help the student to improve on his performance in other subject areas since English language is the medium of instruction.

• SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers the problems militating against teaching and learning of Islamic religious studies in junior secondary schools in oji river local government area of Enugu state. But in the course of the study, there are factors that inhibit the scope of the study;

Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

• OPERATIONAL DEFINITION OF TERMS

Islamic study

Islamic studies refers to the academic study of Islam. Islamic studies can be seen under at least two perspectives: From a secular perspective, Islamic studies is a field of academic research whose subject is Islam as religion and civilization

Teaching and learning

Teaching and learning is a process that includes many variables. These variables interact as learners work toward their goals and incorporate new knowledge, behaviours, and skills that add to their range of learning experiences

Religious study

Religious studies, also known as the study of religion, is an academic field devoted to research into religious beliefs, behaviors, and institutions. It describes, compares, interprets, and explains religion, emphasizing systematic, historically based, and cross-cultural perspectives

1.9 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows. Chapter one is concern with the introduction, which consist of the (background of the study), statement of the problem, objectives of the study, research questions, research hypotheses, significance of the study, scope of the study etc. Chapter two being the review of the related literature presents the theoretical framework, conceptual framework and other areas concerning the subject matter.     Chapter three is a research methodology covers deals on the research design and methods adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study.

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