CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND
OF STUDY
The
learning of Islamic education is essential for every Muslim because it is a
gateway for knowing Islam and its teachings. Through Islamic education, the
character building of a good Muslim as an individual and a member of society
would be developed. Islamic education plays a significant role in a Muslim’s
life as asserted by Syed Ali Ashraf (1985: 24) who defines Islamic education as
“an education which trains the sensibility of pupils in such a manner that in
their attitude to life, their actions and decisions and approach to all kinds
of knowledge, they are governed by the deeply felt ethical values of Islam.”
Realising the importance of Islamic education as the medium for inculcating
Islamic teachings and values into
Muslim
students, it is therefore very important to sustain students’ interest in
learning this subject. However, studies conducted on the teaching and learning
of Islamic education at schools reported that students were not interested or
had lesser interest to learn the subject (Nik Rosila, 2007; Aiiri, 2003; Dk
Hajah Nur Ashikin, 2002). In fact, the lack of interest among students to learn
Islamic education would create a barrier between them and Islamic teachings,
and as a result, the noble aims of Islamic education would not be materialised.
Muslim students are supposed to have deep interest towards Islamic education in
order to gain deep understanding of their religion. However, when they are not
interested in learning it, efforts need to be taken to improve the teaching and
learning of Islamic education. Since interest can motivate learning, knowing
the factors that could influence students’ interest is very important.
Therefore, the purpose of this study is to identify the factors that affect
students’ interest in learning Islamic education. Interest has been recognised
by researchers as a motivational factor that may influence learning and
performance (Morales, 2008).
There
are two types of interest that have been the primary focus of educational
research namely: situational and individual interest (Hidi & Renninger,
2006). Individual interest has been described as a relatively enduring
predisposition to attend to certain objects and events and to engage in certain
activities, whereas situational interest is the psychological state of interest
that can be generated by specific environmental stimuli (Ainley, Hidi &
Berndorff, 2002). According to Hidi and Renninger (2006), individual interest
and situational interest are interrelated and can be expected to interact and
influence each other’s development. They asserted that situational interest,
triggered by environmental factors may evoke or contribute to the development
of long- lasting individual interests. Perhaps, in order to increase students’
interest, these two types of interest need to be considered by educators in the
field of teaching.
It
was found that not much study has been made on the factors that affect
students’ interest in learning Islamic education. However, previous researches
had mentioned several problems of Islamic education which can be regarded as
the factors that contribute to affect students’ interest in learning Islamic
education. Among the problems are:
Parents
are the first teachers for children and they should prepare themselves by
learning religion in order to answer their children’s questions about religious
matters (Abdullah Nasih Ulwan, 1988). In a research conducted by Siti Rashidah
(2005), she found out that most of the problematic students at schools did not
have positive attitudes towards Islamic education. These students were also not
interested in practicing Islamic teachings since their parents also neglected
it. Highlighting the same issue, Abdul Aziz (1995) asserted that one of the
reasons for students’ low interest towards Islamic education was the lack of
exposure to Islamic teachings by their parents. Abdul Halim Tamuri (2007) also
mentioned that the students who had received initial religious education in
their families showed more positive responses during lessons.
According
to Halstead (2004), since teachers have a special responsibility to nurture the
young and develop their spiritual and moral awareness, their lives, beliefs,
character and moral integrity are as important as their academic expertise.
Abdul Aziz (1995) in his research found out that Islamic education teachers were
not portraying good personality and characteristics and Btherefore, they failed
to be a role model for students. In another survey by Mohamad Sahari and Hassan
Langgulung (1999), students were found to be not satisfied with their Islamic
education teachers’ characteristics.
The students reasoned that some of
the teachers did not internalize things that they had been preaching. Therefore,
there is a need to carry bout a study on the Influence of
extra moral classes on academic performance of upper basic school students in
Islamic studies in Moro LGA.
1.2
STATEMENT OF PROBLEMS
Abdul Rahman Salih (1982) asserted
that the importance of the educational methods comes from the fact that the
content of any curriculum cannot be learned efficiently unless it is presented
in a specific way.
Inadequacy
of methods may handicap learning and cause undue wastage of effort and time.
Jarolimek, Foster & Kellough (2005) as cited in Jacobsen, Eggen &
Kauchak (2006) highlighted learner diversity that influences learning.
According
to Jarolimek et al., the children we teach differ in significant ways,
including their physical characteristics, interests, home lives, intellectual
abilities, learning capacities, motor abilities, social skills, aptitude and
talents, language skills, background experiences, ideals, aptitude, hopes, and
dreams. In this case, teachers are encouraged to use a variety of materials in
a multimedia approach to vary the learning experiences.
The
positive effect of using instructional technology to assist students’ learning
is overwhelmingly discussed by educational researchers but not many Islamic
education teachers are interested to benefit from it. Rosnani (2004) has
criticized the methodology of teaching Islamic education in Nigeria.
Although some modifications have
been made in the curriculum of Islamic education in Malaysia, it seems that it
has failed to cater the needs for the holistic development of a Muslim. The
increasing immoral activities among the students are a signal that the
curriculum of Islamic education needs to be revised (Abdul Halim Tamuri, 2007).
In the new integrated curriculum, the use of jawiscript (an Arabic alphabet for
writing the Malay language) has been imposed on Islamic education. Therefore,
there is a need to carry bout a study on the Influence of
extra moral classes on academic performance of upper basic school students in
Islamic studies in Moro LGA.
1.3 OBJECTIVE
OF THE STUDY
The general objective of this study
is to investigate the Influence of extra moral classes on
academic performance of upper basic school students in Islamic studies in Moro
Local government area. The specific objectives include the following:
1. To examine the academic performance
of upper
basic school students in Islamic studies in Moro Local government area.
2. To
determine the prevalence of extra moral classes among upper basic school
students in Islamic studies in Moro Local government area.
3. To
find out if extra moral classes affects the retention of upper basic school
students in Islamic studies.
4. To ascertain the role of extra moral
classes in influencing the interest of upper basic school
students in Islamic studies.
5. To
establish if extra moral classes influences the academic performance of upper
basic school students in Islamic studies.
1.4 RESEARCH QUESTION
The relevant research questions
related to this study include the following:
1. What is the academic performance of upper
basic school students in Islamic studies in Moro Local government area?
2. What
is the prevalence of extra moral classes among upper basic school students in
Islamic studies in Moro Local government area?
3. Does extra moral
classes affects the retention of upper basic school students in Islamic
studies?
4. What is the role of extra moral classes
in influencing the interest of upper basic school students in
Islamic studies?
5. Does extra moral
classes influences the academic performance of upper basic school students in
Islamic studies?
1.5 SIGNIFICANCE OF STUDY
The findings in this study will be
relevant to students, parents, guidance, teachers, school management and
researchers.
To students, parents and guidance,
this study will elucidate the necessity of extra moral classes in improving the
academic performance of students in Islamic studies, it will also examine hoe
extra moral classes help the retention and interest of students in Islamic
studies.
To Teachers, this study will educate
them on the need to encourage and support the introduction of extra moral
classes for students with low retention and ability in Islamic studies.
To school management, this study
will influence them on the need to organize extra moral classes for students in
order to ensure a better academic performance of students in Islamic studies.
This study will enhance the existing
body of literature by contemplating the areas of the literature that have not
yet been examined or considered and incorporating these factors into the
current study. The study will thus form the basis for further studies in the
field.
1.6 SCOPE
OF THE STUDY
The
scope of this study is restricted to Influence of extra moral classes on
academic performance of upper basic school students in Islamic studies in Moro
LGA. A questionnaire was use for the
purpose of this study and the sample population are upper basic school students
in Moro local government area. The researchers restrict this study to 40 are upper
basic school students in Moro local government area because to the limited
resources available and the time constraints.
1.7 LIMITATION
OF THE STUDY
Some of the major constraints the researchers encountered
in putting up this research include lack of time, lack of willingness to give
information by respondent and also limited resources.
1.8 DEFINITION OF TERMS
Islamic studies:
refers to the study of Islam. Islamic studies
can be seen under at least two perspectives.
Extramural classes: It is an additional or outside
usual study at a university, college, and other institutions of learning.
Students: A person who is studying at a
college, university.
Academic performance: The level of knowledge attained or
skills developed in the school subject as a test score, or marks assigned by
teachers. It is also the level of success attained.