The Attitude of Muslim student to the subject of Islamic studies In secondary school


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