IMPACTS OF LANGUAGE LABORATORY FOR EFFECTIVE TEACHING AND LEARNINGTHE QUR’AN IN BASIC 9

CHAPTER ONE/INTRODUCTION

As in any other language, LL can be used to study “Tajweed” (in the language of Qur’an) in which the phonological and phonetics aspects of “Tajweed” are clearly practiced, such as the production of nasals and assimilation. This gives the students of Arabic a good opportunity to practice and study the rules of Tajweed, using the software in the LL.

The Qur’an as Muslims understand it to be the direct speech of God revealed to the Prophet Muhammad through the Archangel Gabriel holds immense importance and status in their lives (Abdullah Saeed, 2008). Not a single home within any Muslim community will be without it. It is treated with utmost respect and dignity and every effort is made to ensure its sanctity. However, the main purpose of this Impacts of Language Laboratory for Effective Teaching and Learning The Qur’an in Basic 9. A Survey of Selected Junior Secondary.

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EFFECTS OF ISLAMIC BACKGROUND ON THE ACADEMIC EXCELLENCE OF ISLAMIC STUDIES STUDENTS

Introduction

Education is essential for both life and societal development, and in all aspects, Islamic Studies 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. For this reason, this chapter discusses the background to study, statement of the problem, the purpose of this study and its significance, the research questions, the scope of study and definition of some operational terms of the research.

Background to the Study

Parental background involves such factors as education, occupation and involvement of the parents in their children’s education. These factors are the determining factors that influence students’ academic excellence

 

Therefore, the present research attempts to find out whether the Islamic Background influences students academic excellence especially in junior secondary school students offering Islamic Studies. To this effect, this study aims to address the components of parental background such as education, occupation and parental involvement in relation to students’ academic performance, specifically in Islamic Studies in Lagos state of Nigeria.

 

Several studies have been carried out in relation to the academic performance of students (Ajila & Olutola, 2000; Balogun, 2010; Ojimba, 2013; Margret, 2015; Aliyu, Ajidagba & Rafiu, 2015; Bolu-steve & Sanni). They show further the relationship between parental background and academic performance of students in several disciplines like Mathematics, English, etc. In addition, an empirical study by Ahmar and Anwar, (2013) shows that, provision and availability of extra-learning facilities help children who came from high and middle socio-economic status to perform well in the learning environment. It is further emphasised that, one of the factors affecting students’ academic attainment is parental background. Besides, most fore research cantered on the characteristic of parental factors to determine academic performance of students. However, this study intends to investigate the components of Islamic background like education, occupation, parental involvement in relation to students’ academic performance especially in Islamic Studies from Lagos state  of Nigeria in order to come up with the causes and the problems hindering secondary school students in this area.

 

Undoubtedly, the level of education and occupation of parents are associated with academic attainment of children. Empirical studies have shown that, some families are conscious of the needed materials, talents and potentials that are important for the educational achievement of their offspring (Allan & Jackson 2010).. Topor, Keane, Shelton and Calkins (2010) assert that, parents whose have high level of qualification get involve in their children’ education compared with children whose parents have lesser degree. Topor et al.(2010) explain further that contribution of parents toward their children’s achievement has not been demonstrated well among scholars. They note that children’s classroom activities, the children’s perception of cognitive competence and the quality of the student–teacher relationship are associated with parental involvement. Indisputably, level of qualification acquired by the parents can be an apparatus for assessing their children’s performance in school.

 

Study by Okeke, Nzewi and Njoku (2012) show that, low income, lack of high qualification; low occupational status and poor parental involvement have mutable effects on their children’s academic accomplishments. The findings of Otieno (2012) Chinyoka and Naidu (2013) reveal that, low income and little education are strong predictors of physical, mental health and low academic performance. It has been pointed out by Thornton (2015) that a lot of parents are involved in education of their children based on the amount of research that has been published on the significance of parental participation. Leung, Chung and Kim (2016) declare that parental occupational class, parental income and participation of parents determine children’s goals and thereby serve as an indirect indicator for the material resources that can be found in the family during a student’s childhood stage. With the different domains of parental background may also signify the social status or prestige that good for the children’s education. In light of above assertion, parental background with students’ academic attainment involves various aspects like parent income, ethnicity, profession and home atmosphere.

 

However. Aliyu and Isa (2016) point out that parents are expected to encourage and guide their children in order to become well accomplished persons in the society. Research has shown that there is positive connection between parental background and students’ academic attainment. Ogbugo and Ololube (2016) state that performance of learners is linked to parents’ socio-economic background and their average level of income. It is also mentioned that there is a statistical correlation between students’ academic score and parents’ educational background. Recent finding highlights that parental background such as family size, parents’ qualification and parents’ level of income are linked with, and significant to children’ academic performance in any educational environment (Abdul-Raheem, 2015).

In terms of educational success of the children, the contributions of father are found to be greater than the mother (Beller, 2009). He demonstrates further that many fathers who engaged in full time jobs have tendency to contribute greatly in their children’s educational attainment. Aliyu and Isa (2016) clarify that, children whose parents have ordinary diploma, higher national diploma and first degree help their children to perform better than their counterparts. They further showed that students’ home is attached to their academic performance. The findings by Emeka, Onorga and Owolabi (2012) show a research on influence of family structure on students‟ academic performance in Agege Local Government Area Lagos Nigeria. Emeka et al. (2012) discover that parental socioeconomic background is one of tools that is used to measure students’ attainment. It is further explained that students whose parents engaged in good academic professionals and earn high income tend to perform maximally in any subjects. Meanwhile, socio-economic status of a family is capable of affecting the behaviour of the children and this governs their aspiration. Families that have high socio-economic status tend to be more successful in preparing their children for school because they normally have access to various tools- quality child-care, books and various learning activities at home. They also have easy access to information concerning their children’s health, not to mention social, emotional and cognitive development (Ojo and Yilma, 2010).

 

Islam in Nigeria got to the northern area known as Kanem Bornu Empire exactly in the year 1085 C.E. before coming to Hausa land. In reality, by the start of the 14th century C.E., Islam had flourished within Hausa land, particularly Kano, Zaria and Kastina, which fell under the Mali Empire. In regards to the Yoruba land, scholars are not unanimous on the specific period that Islam arrived in the area (Balogun, 1982; Ajidagba, 1991; Azeez, 2004). In Nigeria Furthermore, Islamic teaching dated far back to 11th century when Wangara instructors together with Arab traders brought it into the region. It hit the peak in the 18th century when Sheikh Uthman bn Fodio embarked on the training of Muslim locality on the importance of taking up (jihad) in the cause of Allah in 1804.

 

The target was purifying Islam and its teachings from distortion, which Fafunwa 1974 describes as the standard old-fashioned system (also Aliyu and Abdulganiyu 2015).

 

Islamic Studies stands out as one of the subjects learnt by Muslim students in secondary schools in north-central part of Nigeria. Islamic Studies is a process that completely nurtures the individual students. Study by Khalil (2007) discuses that Islamic Studies is the balanced growth of the total personality of learners, to the point that faith can absorb into his entire personality and knowledge is gained in order to reach to a perfect Muslims. Bidmos (1996), Yoloye (2008), Balogun and Kazeem (2013) are harmonious to say that Islamic education recognizes both the revealed and acquired knowledge. Acquired knowledge contains pieces of information and learning experiences attainable through interaction with fellow human beings at formal and informal levels. Revealed knowledge is the pieces of information offered to man by God. The Qur’an is a main example of a revealed knowledge. It is further explained that because of limitations of the acquired knowledge, man needs the provisions contained in the revealed knowledge to guide him, plan his movements and organize his activities.

 

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Problem of Almajiri System In Kano State

CHAPTER ONE/INTRODUCTION

The word ‘Almajiri’ is derived from the Arabic word ‘Almuhajirun’ migrants. It refers to a traditional method of acquiring and memorizing the Glorious Qur’an in Hausa/Fulani land where boys at their tender ages are sent out by their parents or guardians to other villages, towns or cities for Qur’an education under a knowledgeable Islamic scholar called Malam. According to Bambale (2003), Almajirai (plural of Almajiri) are categorized into 3 classes: 1. Gardi (adult). 2. Titibiri (adolescent) and 3. Kolo (an infant)

The issue of Almajirai has remained worrisome in the minds of northern elites. This is because the practice has been a source of embarrassment to the region. The concept of almajiri came as a result of Prophet Muhammd’s migration from Mecca to Medina. In Hausa land the term Almajiri could take any of the following forms; any person irrespective of gender, who begs for assistance on the street or from house to house as a result of some deformity or disability; children between the age of seven and fifteen who attend informal religious school who equally roam about with the purpose of getting assistance or alms; or even a child who engages in some form of labour to earn a living.

According to Muhammed (2010) the concept of Almajiri education in Nigeria started in the olden days when the quest to acquire knowledge was prevalent, especially the Koranic knowledge by the Muslims, there were no laid down procedures or channels to adopt in obtaining such, except the unconventional way of handing over wards to a supposedly teacher, known as Mallam. It was this Mallam that now enlist the child and the teaching of religious scriptures and way of life are indoctrinated into the young pupils. It was so perfect and rewarding that highly educated Sheikhs and Mullas who became successful in life by holding positions of judges and teachers that were moulding the minds of the young on how to become righteous and exemplary in their future lives. However, when the civilized life styles of the west started encroaching into the big cities of the north, some of these Mallams became allured to the greed for money and started migrating to the cities and towns with their pupils and subjected them to the vagaries of the streets. He further explains that one teacher can register up to a hundred and more pupils who he singularly keeps, guides and controlled. To keep them fed and accommodated are also part of the teacher’s responsibilities. But nowadays even to keep and feed one hundred mouths is not easy, and perhaps impossible. But life must go on, and the pupils have to, as a must, acquire the knowledge their parents sent them to do.

 

The little stipends the parents were able to give their wards for them and the teachers hardly sustains them for a month, so an alternative means of getting more income has to be employed. During the day time, when there are no classes the pupils are allowed to stretch into the town and wander around until when classes were to begin. It is this going about around the town that affords the pupils to engage in menial jobs that fetches them some little amounts. This also was kind of stopped by the people because they have other means of doing such jobs and so the pupils venture into house to house begging for remnants of food to eat. It is also said that the pupils take back part of this food to the teacher. It is clear from the above, that the teacher himself is gaining from the engagements of the pupils in the town, and can do anything to sustain it.

The system that was hitherto organized and well charted has now been bastardized and abused to the extent of letting our children roam streets and picking remnants of food leftover from dustbins. One other aspect of the system that has been abused nowadays is the degenerated value of trust and togetherness that our forefathers have lived and died with. This issue of lack of trusts is as a result of the changing world in terms orientation and our rush for acquiring the status of a civilized lot. Couple with this is also the government’s nonchalant attitude of fending for the citizenry that result in thousands of our youths daily roaming the streets looking for what to eat (Muhammed, 2010).

Integration of almajirai education becomes necessary due to the predicaments of traditional almajirai educational system. Integration is the merging of the two system of education together. i.e. the combination of the western system of education with Qur’anic system of education. The establishment of Almajiri Integrated Schools (AIS) across the country is one of the governments’ intervention strategies to curtail the menace of street begging by children and youth in the name of pursuing Qur’anic Education. The school is to accommodate the Almajiri who are coming to the city from far and near villages for Qura’nic knowledge. They mostly arrive without provisions and other essential needs; consequently they move from house to house, street, motor packs, restaurants, and other public places. Gradually they become exposed to child abuse, neglect, health hazard, hawking and other forms of social vices. Many of the Almajirai are orphans and vulnerable children. The purpose of the integration of the two system of education is to provide educational opportunities for these categories of children to acquire Traditional Qur’anic Education and Basic Western Education so as to improve their living condition and empower the Almajirai and their malams. This will also enable each State of the federation to achieve Education for All (EFA) and Millennium Development Goals (MDGs

 

PURCHASE-N6500

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