Acquisition and Utilization of Islamic Education; Means of Remediating Moral Decadence Among Muslim Youths.
CHAPTER ONE
Objectives of the Study
This research work is embarked upon with the following objectives:
- To establish the potency of Islamic education as a subject that is capable of instilling moral/character training into the Muslim
- To examine whether the Islamic Studies Curriculum as the centre of teaching and learning is still playing these roles
- To determine whether the Curriculum contents are being properly
- To examine whether the approach of the Islamic system of education still meet the contemporary reality of the moral and character degeneration in the
- To examine the impact in the moral and character development of the Muslim youths?
- To suggest ways of bridging the gap between the Curriculum contents and the current happenings in the society.
- To suggest workable solutions on the development of moral and character building in Muslim youths.
CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter deals mainly with the review of relevant literature relating to the work under study. In addition, it clarifies the concept of Moral/Character Development. Some relevant issues such as: How do we teach our children about right and wrong? Where do they learn compassion, kindness, and other important morals? Are there practical ways for Islamic studies teachers and parents to shape their child’s character? These are some of the questions that this section is set to address. Finally, it extensively reviews relevant way out of moral decadence among the Muslim youths.
Origin of Islamic knowledge
Islamic system of education began with the study of the Holy Quran and sunnah, centered around the mosque. As civilization developed everything integrated with the study on religion and we find in the hey day of Islamic civilization, medicine, chemistry, history and every other known sciences being thought in the mosque.
Knowledge in the early days of Islam centered around each individual. Thus the teaching becomes the centered of attraction and students flocked to him. After students complete studies either in hadith or in fiqh, the teacher gives him the (Izala) permission to teach it to others, this serves as a certificate, later when (Madrasat) come to being a system of examination was developed and institution named (Kuttab) which imported elementary education come to existence, and gradually there comebeing an institution of higher learning. The educational institutions too, witnessed a corresponding growth. Private and public schools were founded by individual effort and by donations; such institution came in to being in (Bagdad) and (Naisabur).
Islam has led emphasis on acquiring knowledge purposely for guidance and protection of believer against infidelity. The real believe comes to know about Islamic principles such as worship God, virtues, and moral conduct thought the seeking of knowledge thus worship Allah could not be accepted without knowledge.
Allah (SAW) revealed many verses on the issue of acquisition of knowledge, the most High the Glorified said.
O, ye who believed save yourselves from the time whose fuel is men and stones over which are (appointed) angels stern (and) severe who do not fail what have been commanded.
Receive from Allah, but do (precisely) what they are commanded. “
Otherwise in the tradition of holy prophet (SAW) says:
`Seeking of knowledge is obligatory upon every Muslim`.
In addition the prophet (SAW), says:
He who goes forth in searching of a knowledge is striving hard in the of Allah until he returns.
In another occasions the seeker of knowledge has the priority over everybody as what Allah (SAW) says:- In the Holy Qur`an:
And say can you put on equal pouting those who are learned with those who are not learn.
In this regard the prophet (SAW) also said:-
`The superiority of the learned man over (mere) worship is like superiority over the least of you`
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
The purpose of this chapter is to give detailed account of the research methodology adopted in this study. The methodology covers the research design, population, sample and sampling procedure, instrumentation, validity and reliability, methods of data collection and method of data analysis.
Research Design
The survey research method of descriptive type was adopted in this study. The reason for its adoption is that it is the most suitable and result-oriented. It also analyses, interprets and reports the status of an institution with the purpose of influencing the practice in future (Onifade, 2004).
Population
Muslims in selected secondary schools in Sokoto State metropolisconstituted the target population for this study. Sokoto state secondary schools are used as a case study mainly because of its so adherent in moral and character training among the youths. The population of teachers, head teachers and students in those schools are randomly selected in response to the questionnaire.
CHAPTER FOUR
DATA ANALYSIS AND DISCUSSION OF FINDINGS
Introduction
This chapter contains the results of data analysis and the discussion of findings. Interpretations of the results were made and a summary of the major findings of the study are presented to conclude the chapter.
Questionnaire Schedule
This section analyses the data collected from the questionnaires administered. Twenty (20) copies of the questionnaires were distributed, properly responded to and returned.
Personal Data: Socio Economic Characteristics of the Respondents
Tables 4.2.1.1, 4.2.1.2 and 4.2.1.3 present the socio-economic characteristics of the respondents ranging from Gender, Age, and Educational Background.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter aims at giving overall summary, drawing conclusion and giving suggestions and recommendations for further studies.
Summary
This work focused on the assessment of the impact of Islamic Education on Moral/character development of Muslims in Sokoto State. It is majorly divided into five chapters. The first chapter gave a brief background to the work under study with particular attention on the statement of the problem, objectives of the study, research questions, scope of the study, significance of the study and operational definition of terms.
The second chapter deals with the literature review comprising mainly the theoretical review, empirical review and appraisal of literature. Chapter three focuses on the methodology used in the research work. While the fourth chapter deals with the presentation, analysis of data and results of findings were presented. The fifth and last chapter deals with the summary, conclusion and recommendations.
Conclusion
The aim of this study is to assess the impact of Islamic Education on Moral/character developments of Muslim students in Sokoto State. From the discussion of the findings, it can be concluded that Islamic Education as a subject offered in schools today has a great impact on moral/character developments of Muslim students in some selected Secondary Schools in Sokoto State in view of the following points:
That the current Curriculum contents of Islamic Education still relevant to the contemporary reality of the moral/character development in the society. Findings also led to the conclusion that the approach of the Islamic Education teachers in teaching and counseling still meet the contemporary reality of the moral/character degeneration in the society.
The findings also revealed that Islamic Education teachers’ personal behaviours and approach to moral /character developments to their students are not encouraging. And also that, Muslim students are easily influenced by their parents bad characters, peer-group influence, corrupt mass-media and the corruptions prevailing in the society.
Based on the above therefore, it can be concluded that Muslim students could be made to comply with basic Islamic teachings on moral/character developments if; Individual Muslim student emulates the way Prophet Muhammad as a model to all Muslims spent his youthful days, Muslim students are being guided by the school guiding rules, the Muslim students society (MSS) could be well monitored and co-ordinated by the Islamic studies teachers of different schools, the schools authority could use the morning assembly as media for religious based preaching and group counseling, the Schools authority could also invite some religious/political icons from the society to give motivational speech on the benefit of upholding good moral/character to the students and finally, if there could be availabilities of posters and handbills that contain the benefits of upholding good moral/character and evils that could befall a society that is devoid of good moral/character.
Recommendations
In view of the findings and conclusion presented above, the following recommendations are made:
- Encouragement should be given in the school for a well-run Islamic society guided by keen, competent and reliable teachers or interested
- That the Islamic Education teachers should be more found of the acquisition and the utilization of Islamic Education..
- That the Islamic Education teachers should be more familiar with the daily happenings so as to be able to always link their subject matter to the societal
- There is the need for provision of a mosque or recognized place of prayer for Muslims, so that the prayer is given its due
- There should be a religiously based daily moral talk on the student assembly-ground by either competent religious teacher or an invited clergy from outside the
- That the state body of National Association of Teachers of Arabic/Islamic Studies (NATAIS) should Endeavour to be more alive to their duty of sensitizing members of current national issues, organizing regular conferences and workshops on imparting modern teaching techniques to their
- Ministry and Principals need to ensure that the social, moral and spiritual well being of Muslim students should be encouraged to participate in activities that are contrary to the moral and social teachings of Islam such as mixed dancing, alcoholic consumption, putting on opposite sex dress, the wearing of immodest dress
- The Principal is in loco parentis and as such must give due respect to the wishes of Muslim parents that their children should grow up with their Islamic identity and Islamic moral and social standards. This is an area of great importance that is widely ignored. The school should not pull the child in an opposite direction against the parent wishes.
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