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CHALLENGES FACING ISLAMIC STUDIES STUDENTS IN JUNIOR SECONDARY SCHOOLS: A SURVEY OF TEN (10) PUBLIC SCHOOLS IN IKORODU LOCAL GOVERNMENT AREA

CHALLENGES FACING ISLAMIC STUDIES STUDENTS IN JUNIOR SECONDARY SCHOOLS: A SURVEY OF TEN (10) PUBLIC SCHOOLS IN IKORODU LOCAL GOVERNMENT AREA

  • Project Research
  • 1-5 Chapters
  • Abstract : Available
  • Table of Content: Available
  • Reference Style:
  • Recommended for :
  • NGN 5000

1.1 Background of the Study

Islamic education has played a significant role in the social, moral, and spiritual development of Muslim communities worldwide. In Nigeria, Islamic Studies forms an integral part of the curriculum in many junior secondary schools, particularly in areas with a significant Muslim population such as Ikorodu Local Government Area of Lagos State. This subject, which is vital in shaping students' understanding of Islamic teachings, values, and practices, aims to equip learners with the knowledge and moral guidance required for personal and communal growth (Abdulrahman, 2017). However, students of Islamic Studies in junior secondary schools face numerous challenges that hinder their academic performance and overall development.

Education is often viewed as a tool for empowerment, yet the challenges that affect students' access to quality education are profound, especially in public schools in Nigeria (Suleiman, 2018). Public schools, particularly in under-resourced areas, often experience a lack of qualified teachers, inadequate teaching materials, and poor infrastructure. These challenges are compounded by socio-economic factors, such as poverty and cultural attitudes towards education, which can negatively impact students’ motivation and ability to succeed (Adekunle, 2019). Within this context, students studying Islamic Studies in junior secondary schools are particularly vulnerable to these challenges.

Islamic Studies, as part of the national curriculum, aims to foster students' moral development and to ensure that they have a deep understanding of Islamic jurisprudence, Qur'anic recitation, Hadith studies, and Islamic history. The goal is to prepare students to become responsible individuals capable of contributing to society while adhering to Islamic values (Oseni, 2020). However, despite the importance of Islamic Studies, several factors continue to undermine its delivery and the ability of students to fully engage with the subject.

One of the major challenges is the lack of qualified Islamic Studies teachers. Research shows that many teachers tasked with teaching Islamic Studies in public schools lack the requisite academic qualifications and pedagogical skills necessary to effectively teach the subject (Ahmed & Adebayo, 2019). This inadequacy affects the quality of instruction and the ability of students to understand and apply Islamic teachings. Furthermore, the shortage of Islamic Studies teachers is often aggravated by insufficient training programs and professional development opportunities for existing teachers (Musa & Bello, 2021).

Another significant issue is the scarcity of instructional materials, including textbooks, workbooks, and other educational resources. Islamic Studies requires access to accurate and culturally relevant materials, especially for Qur'anic recitation and Hadith studies. However, many schools, especially in rural and underfunded areas like Ikorodu, lack these resources, which makes it difficult for students to grasp the material being taught (Alabi & Yusuf, 2020). The lack of materials also forces teachers to rely on outdated teaching methods, such as rote learning, which may not effectively engage students or foster critical thinking.

In addition to academic challenges, students of Islamic Studies also face infrastructural issues. Many public schools in Nigeria suffer from overcrowded classrooms, lack of basic facilities such as functioning toilets and libraries, and poorly maintained school buildings. These conditions create a non-conducive learning environment, further impeding students’ academic performance and motivation (Ogungbemi, 2018). The infrastructural challenges facing schools in Ikorodu are no different, and they pose a significant obstacle to the effective teaching of Islamic Studies.

Moreover, socio-cultural factors also play a critical role in shaping students’ attitudes towards Islamic Studies. In some communities, parents and guardians may prioritize other subjects, such as mathematics or sciences, over religious education. This attitude can lead to a lack of parental involvement and support in the students’ Islamic education. Peer pressure and the influence of secular media also contribute to the marginalization of Islamic Studies in the broader educational landscape (Amusa & Abdulazeez, 2021). These socio-cultural dynamics can reduce students’ interest and engagement in the subject, limiting its effectiveness in fostering moral development.

Given the challenges outlined above, it becomes imperative to investigate the specific challenges that Islamic Studies students in junior secondary schools in Ikorodu face. Understanding these challenges will provide insights into the factors that hinder their academic performance and overall engagement with Islamic education. Additionally, identifying potential solutions to these challenges can help in the development of policies and strategies aimed at improving the delivery of Islamic Studies in public schools.

1.2 Statement of the Problem

Despite the importance of Islamic Studies in fostering moral, spiritual, and social development, students of Islamic Studies in public junior secondary schools in Nigeria, particularly in Ikorodu Local Government Area, face numerous challenges. These challenges include a lack of qualified teachers, inadequate instructional materials, poor school infrastructure, and socio-cultural attitudes that undervalue religious education. Such factors can hinder students’ academic success, motivation, and engagement with the subject.

While previous studies have explored some of these challenges in a broader Nigerian context, there is a lack of focused research on Islamic Studies in the Ikorodu Local Government Area, where both socio-economic and infrastructural challenges are particularly prevalent. This study aims to address this gap by surveying ten public schools in Ikorodu to identify the specific challenges faced by students of Islamic Studies and to offer recommendations for improving their academic outcomes.

The problem under investigation, therefore, revolves around understanding the extent and nature of these challenges and exploring how they impact students' academic performance and interest in Islamic Studies. Furthermore, the study will examine the roles that teachers, parents, and educational administrators play in either mitigating or exacerbating these challenges.

1.3 Objectives of the Study

The main objectives of this study are:

  1. To identify the academic challenges faced by students of Islamic Studies in junior secondary schools in Ikorodu.

  2. To examine the infrastructural and environmental factors affecting the delivery of Islamic Studies in public schools.

  3. To explore the socio-cultural challenges that influence students’ engagement with Islamic Studies.

  4. To assess the role of teachers’ qualifications and teaching methods in students’ performance in Islamic Studies.

  5. To provide recommendations for improving the teaching and learning of Islamic Studies in public schools in Ikorodu.

1.4 Research Questions

Based on the objectives outlined, the following research questions will guide the study:

  1. What are the academic challenges faced by students of Islamic Studies in junior secondary schools in Ikorodu?

  2. How do infrastructural and environmental factors affect the teaching and learning of Islamic Studies in public schools?

  3. What socio-cultural challenges influence students’ engagement with Islamic Studies in Ikorodu?

  4. How do teachers’ qualifications and teaching methods impact students’ performance in Islamic Studies?

  5. What strategies can be implemented to improve Islamic Studies education in public schools in Ikorodu?

1.5 Research Hypotheses

To test the research questions, the following hypotheses will be formulated:

  1. There is a significant relationship between the lack of qualified Islamic Studies teachers and students’ poor academic performance in the subject.

  2. Inadequate instructional materials have a significant negative effect on students' engagement with Islamic Studies.

  3. Poor school infrastructure significantly hinders the effective teaching of Islamic Studies in junior secondary schools.

  4. Socio-cultural factors, such as parental involvement and peer influence, significantly impact students' interest in Islamic Studies.

  5. Improving teacher training and resource allocation will have a significant positive effect on students' performance in Islamic Studies.

1.6 Significance of the Study

This study holds both practical and theoretical significance. Practically, it provides valuable insights into the specific challenges that Islamic Studies students in Ikorodu face, offering educational authorities, policymakers, and school administrators the information they need to improve the delivery of Islamic Studies in public schools. By identifying the factors that hinder academic performance and engagement, the study contributes to the development of strategies aimed at addressing these issues.

For teachers, the study emphasizes the importance of proper training and professional development, highlighting the need for continuous pedagogical improvement to enhance the quality of Islamic education. For parents and communities, the study underscores the importance of supporting students’ religious education, fostering a more collaborative approach to addressing the socio-cultural challenges that affect students' attitudes towards Islamic Studies.

Theoretically, the study adds to the existing body of literature on Islamic education in Nigeria, particularly in underserved areas. It expands the knowledge base on the intersection of religion and education in a secular schooling system and offers a framework for understanding how environmental, socio-cultural, and academic factors interact to shape students’ learning experiences in Islamic Studies. The findings can be used as a reference point for future research on similar topics in other regions.

1.7 Scope and Limitations of the Study

This study will focus on public junior secondary schools in Ikorodu Local Government Area, Lagos State. Ten public schools will be selected for the survey, and the participants will include students, teachers, and school administrators. The scope of the study is limited to identifying the challenges faced by students of Islamic Studies and does not extend to other subjects in the curriculum.

Limitations of the study may include time constraints and limited access to some schools due to administrative challenges. Additionally, the study may face difficulties in collecting accurate data from students due to their young age and possible reluctance to provide honest answers in the survey.

1.8 Operational Definition of Terms

  1. Islamic Studies: A subject in the junior secondary school curriculum that focuses on the teachings of Islam, including Qur'anic studies, Hadith, Islamic jurisprudence (Fiqh), and Islamic history.

  2. Junior Secondary School: The educational level in Nigeria for students typically between the ages of 12 and 15, following primary school and preceding senior secondary school.

  3. Public Schools: Schools that are funded and managed by the government, as opposed to private institutions that are funded by individuals or organizations.

  4. Challenges: Factors that impede the effective teaching and learning of Islamic Studies, including academic, infrastructural, and socio-cultural issues.

  5. Ikorodu Local Government Area: A region in Lagos State, Nigeria, with a significant Muslim population, where this study is being conducted.




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