TEACHERS AND STUDENTS PERCEPTION TOWARDS EFFECTIVE TEACHING AND LEARNING OF ISLAMIC STUDIES IN JUNIOR SECONDARY SCHOOL: CASE STUDY OF NASARAWA L.G.A KANO STATE
CHAPTER ONE
INTRODUCTION
1.1. BACKGROUND OF THE STUDY
In Nigeria today as more than ever before there is greater demand for highly creative and innovative teachers who can lead the students onto paths of meaningful learning. An effective and efficient teacher is also one of the factors that will contribute to effective
instruction in education. The achievement of effective and efficient
teaching and learning in schools has been one of the perennial problems in education. Other problems include the nature of the curriculum, controversial nature of the subjects and poor methods of instruction. Perception is the way people judge others with whom they are in contact. A person’s attitude to an idea or object determines what the person thinks, feels and how the person would like to behave towards that idea or object.
Therefore, the students’ perception of their teacher’s qualification could influence their attitude towards learning mathematics or any other school subject.
Students more one than not, judge their teachers in such areas as the teacher’s knowledge of the subject matter, communication, ability and the choice of
appropriate teaching method. A teacher who is rated high on these indices in the perception of the students is likely to enjoy the confidence, respect and
admiration of his/her students and vice versa. Teaching of Islamic doctrine and beliefs (aqidah) is a critical issue to give Muslims young generations
convincing answers to these world modern challengers. The main objective of teaching Islamic theology should be to reinforce our young Muslims with the
intellectual and spiritual weapons that can stand to the onslaught of western ethical globalization. Thus, the greater challenge to Islamic doctrine and beliefs
(aqidah) at present is no longer revolving around the theological dierences
of the past but rather around ideological challenges advocated by western
thought such as, positivism, secular humanism, liberalism and post-modernism. These ideologies not only threaten the tenets of Islamic belief but more
seriously the Islamic doctrine itself (Fatimah 2005). Therefore, the way we present the Islamic doctrine and beliefs (aqidah) and theology subject need to be
revitalise both in its pedagogy of teaching and content knowledge subject matter. The new paradigm of teaching for transferring content knowledge of
Islamic theology in Islamic education needs a specific approach and eective
methodology. Islamic education stresses the necessity for Muslims to lead all
aspects of their lives in the best possible way, both spiritually and practically. For instance, a Muslim has to pray five times a day; pay Zakat (an annual
payment made by the rich to the poor); fast during the month of Ramadan; perform Hajj (a pilgrimage to the holy sites of Mecca and Medina) once during his
or her lifetime; and demonstrate kindness and tolerance. In other words, Teaching Islamic beliefs (aqidah) in Islamic Education occupies a central place in the everyday life of Muslims. Moreover, the subject one focuses on the past (what happened to early Muslims) rather than the present (what is going on today) (Ahmad, 2000; Farhan, 2000
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TEACHERS AND STUDENTS PERCEPTION TOWARDS EFFECTIVE TEACHING AND LEARNING OF ISLAMIC STUDIES IN JUNIOR SECONDARY SCHOOL: CASE STUDY OF NASARAWA L.G.A KANO STATE
