Effects Of Qualification Of Islamic Religious Teachers On The Performance Of Secondary School Students In External Examinations
(A Case Study Of Some Selected Secondary School In Goronyo, Sokoto State)
The qualification of Islamic religious teachers significantly influences the academic performance of secondary school students in external examinations. Through comprehensive training and expertise in Islamic studies, these teachers play a crucial role in shaping students’ understanding of the subject matter, fostering critical thinking skills, and enhancing their overall academic capabilities. A well-qualified Islamic religious teacher can effectively convey complex concepts, provide insightful guidance, and inspire students to excel academically. Consequently, students taught by highly qualified Islamic religious teachers are more likely to demonstrate better performance in external examinations, reflecting a deeper comprehension of Islamic principles and their application in diverse contexts. Thus, investing in the professional development and accreditation of Islamic religious teachers is imperative for fostering academic success among secondary school students in external examinations.
The study was designed to find out if the qualification of the English teachers has direct or indirect bearing on the performance of the students in Islamic religion. The topic was built on the assumption, apparently shared by most people especially our educational policy makers, that any fluent speaker or native speaker of Islamic automatically becomes an effective Islamic religion teacher. Three secondary schools within Goronyo, Sokoto state were selected for the study. Questionnaires were distributed to the students, teachers and principals in the selected schools. The responses were analyzed using simple statistical methods. The study found out that teachers’ qualifications do affect students’ performance. Recommendations were made on how to improve on the quality of teachers already in the classroom.
Title Page
Approval Page
Certification
Dedication
Acknowledgement
Table Of Content
List Of Table
Abstract
CHAPTER ONE:
INTRODUCTION
1.1 Background Of The Study 1
1.2 Statement Of The Problems 3
1.3 Significance Of The Study 4
1.4 Hypothesis 4
1.5 Objectives Of The Study 5
1.6 Operational Definition 6
1.7 Scope And Limitation Of The Study 7
CHAPTER TWO:
LITERATURE REVIEW
2.1 Academic And Professional Qualification Of Islamic studies Teachers 8
2.2 The Curriculum Of Qualification Of Islamic studies Teacher Education 13
2.3 Instructional Methods Used By Islamic studies Teachers 16
2.4 Teachers’ Attitude 21
CHAPTER THREE:
METHODOLOGY
3.1 Source Of Data 23
3.2 Samples 23
3.3 Method Of Data Collection 24
3.4 Procedure Of Data Analysis 24
3.5 Method Of Data Analysis 24
CHAPTER FOUR:
DATA ANALYSIS
4.1 Interpretation Of Students’ Response 33
4.2 Teachers’ Qualification And Teaching Experience 39
4.3 Interpretation Of The Qualification Of Teachers’ Response To Questionnaire 5
4.4 Analysis Of Principals Response To Items In Questionnaire 56
CHAPTER FIVE:
CONCLUSION AND RECOMMENDATION
5.1 Major Findings 58
5.2 Tenability Of Assumption 59
5.3 Conclusion 60
5.4 Recommendations 60
Bibliographical References 63
1.1 BACKGROUND OF STUDY
Islamic studies is the academic study of Islam and Islamic culture. Islamic studies can be seen under at least two perspectives:
• From a secular or neutral point of view, Islamic studies do academic research on Islam and Islamic culture independent of faith. In this respect, Islamic studies neither engage in shaping Muslim faith by making Islamic theology, nor do they refrain from academic theses running contrary to a faithful point of view.
• From a Muslim point of view, Islamic studies also do academic research on Islam and Islamic culture, but from a faithful perspective. In this respect, Islamic studies engage in shaping Muslim faith by actively making Islamic theology, and academic theses running contrary to a faithful point of view can be dealt with only apologetically.
Historically, both perspectives had been sharply separated by the separation of the Western and Islamic worlds. They differed in their understanding of academia and were organized either in universities or madrasas. Today, there are attempts to bring together both perspectives, especially by the attempts to establish Islamic theology at Western universities according to the model of the well-established Christian theology.
Scholars of Islamic studies are called by their special field of study, as e.g. historian, sociologist, or political scientist, or in general a scholar of Islamic studies. The professional title Islamicist is dated. Scholars of Islamic studies from a faithful point of view can be historians etc., too, yet they also can be called Muslim scholar, teacher of religion, cleric, or Ulama. The designations Islamic scholar or religious scholar are misleading since they sometimes apply to a secular scholar of Islamic studies, and sometimes to a religious Muslim scholar of Islamic studies.
Islamic as a language plays a number of roles in the socio-economic, political and cultural development of Nigeria society mostly in northern part of Nigeria.
The continued slide in the performance of students in the Islamic studies in external examinations is a course for great concern not only for the teachers but also for all stake holders in the business of education. This is more worrisome when one considers the fact that Islamic studies doubles as a medium of instruction in Nigerian northern schools as well as our linquafranca. The central role of Islamic cannot, therefore, be wished away.
The pattern of failure has, however, shown that the incidence appears to be higher in some schools than it is with other schools. A number of factors have been linked to the courses but more relevant is the issue of qualification of the teachers. This is more important because in the business of teaching and learning, teachers offer only what they have; you cannot offer what you don’t have.
The qualification of teachers involved in teaching and learning has great roles in the performance of students and it is to find out these effects that this study is set out to accomplish.
Chomsky (1972) “states that one cannot really teach a language but can only present the conditions in which it will develop spontaneously in the mind in its own ways”
Language is something, which is internalized in the mind of the individual. The question of who should teach Islamic studies effectively in a second language situation needs especial consideration.
The search for a worthwhile answer has formed the basis of the topic of this project.
“The effects of the qualification of Islamic studies teachers on the performance of secondary school students in external examinations, in selected secondary schools, A case study of the selected schools”.
1.2 Statement of the Problems
It is assumed that only those who have professional training in Islamic studies teaching should teach Islamic studies. The Islamic studies teacher should be the one whose competence and proficiency in all the language skills are in a good measure. But especially in written and conversational Islamic, is not deficient. The Islamic studies teacher should have a good knowledge of current usage and the theoretical aspects of Islamic studies.
In Nigeria today, most students in secondary schools and infact even in universities lack the ability to communicate efficiently in Islamic.
Adekunle (1969) “maintains that it is in putting down their ideas on paper in grammatical Islamic studies that most secondary school and university students have greatest difficulty”. This situation has not changed over the years. This is still the major problem faced by Islamic studies students today. It is therefore important to find out if the qualification of the Islamic studies teachers has any effect on the performance of the Islamic studies in written and spoken Islamic.
1.3 Significance of the Study
This study will serve as a painter to the ministry of education to verify whether the qualification of teachers has any effect on the student performance in senior secondary school certificate examination (SSCE). The finding will also help people who want to conduct such research to serve as reference.
1.4 Hypothesis
i. Teachers’ qualification affects the student’s performance in (SSCE) examination.
ii. Students do not learn properly from the instruction of untrained teachers.
iii. Native speaks and fluent second language speakers are not automatically effective Islamic studies teachers.
iv. Professional training is necessary for one to be a good teacher.
v. In northern Nigeria, unqualified teachers can be linked to the general low performances recorded in SSCE Islamic studies examination by our students due to poor teaching.
1.5 Objectives of the Study
The purpose of this study is to find out the teachers qualification on students performance in senior secondary school certificate examination (SSCE). The study also tries to assess the validity of the assumption that any fluent speaker of Islamic can teach the subject and attempt to explore ways of Islamic. The learning of Islamic can be enhanced and how to improve on the quality of the Islamic teachers already in the classroom.
The study also tries to analyze;
a. How teacher’s qualification effect the student’s practical demonstration of the language skill since the study cannot really be taught?
b. How important teacher’s are in the language development?
c. Can the general low performance of students be related to teacher’s qualification?
d. Does the untrained teacher encounter move problem than the trained teachers in the language teaching situation?
The above questions are what this researcher is set out to find out solution to.
1.6 Operational Definitions
The terms used in the topic are defined as follows:
Teacher’s qualification, teachers academic and professional qualification in Islamic studies. The degree of mastery of the Islamic studies skills, the teaching techniques and methods used, the teacher’s attitude towards the learners and the ability to identify students needs of each stage of language development, it also covers the degree of preparedness of the Islamic studies teachers.
Student’s performance; The student’s practical demonstration of comprehension language skill as specified by the Islamic studies syllabus.
1.7 Scope and Limitation
The study is limited to the three schools in Goronyo metropolitan council viz Alhaji Adanmu College Goronyo, urban secondary school sokoto and girls secondary school Goronyo; All in Goronyo metropolitan council.
The qualifications of Islamic religious teachers can have a significant impact on the performance of secondary school students in external examinations. The effectiveness of religious education, including Islamic studies, depends on the knowledge, skills, and teaching methods employed by the teachers. Here are some ways in which the qualifications of Islamic religious teachers can influence the performance of secondary school students in external examinations:
- Quality of Instruction:
- Well-qualified teachers are more likely to possess a deep understanding of the subject matter and can deliver high-quality instruction to students. This includes the ability to explain complex concepts, engage students in discussions, and provide meaningful examples.
- Pedagogical Skills:
- Teachers with appropriate qualifications are likely to have received training in effective teaching methods. These skills are essential for engaging students, fostering critical thinking, and creating a positive learning environment.
- Curriculum Design and Adaptation:
- Qualified teachers are better equipped to design and adapt the curriculum to meet the needs of their students. They can ensure that the content is relevant, up-to-date, and aligned with external examination requirements.
- Student Motivation:
- Teachers who are passionate about their subject and have a strong educational background can inspire and motivate students. This motivation can positively impact students’ commitment to their studies, leading to better performance in examinations.
- Exam Preparation:
- Qualified teachers are likely to be more effective in preparing students for external examinations. They can provide guidance on exam formats, offer practice questions, and help students develop effective study strategies.
- Understanding of Assessment Criteria:
- Well-qualified teachers are familiar with the assessment criteria used in external examinations. This knowledge allows them to guide students in focusing on key areas, meeting exam expectations, and maximizing their performance.
- Professional Development:
- Teachers with higher qualifications are often more inclined to engage in continuous professional development. Staying updated with the latest educational trends, teaching methodologies, and assessment strategies can enhance their effectiveness in the classroom.
- Ethical and Moral Guidance:
- Islamic religious teachers play a crucial role in imparting ethical and moral values to students. Well-qualified teachers are better positioned to provide sound guidance and serve as positive role models for their students.
In summary, the qualifications of Islamic religious teachers can have a cascading effect on the overall performance of secondary school students in external examinations. Investing in the professional development and qualifications of teachers can contribute to the improvement of the quality of religious education and, consequently, the academic success of students.