– Acquisition and Utilization of Islamic Education; Means of Remediating Moral Decadence among https://studentsandscholarship.com/current-projects/acquisition-and-utilization-of-islamic-education-means-of-remediating/Muslim Youths –
ABSTRACT
This research study is properly designed to highlight `Acquisition and utilization of Islamic Education: Means of Remediating Moral Decadence among https://studentsandscholarship.com/current-projects/acquisition-and-utilization-of-islamic-education-means-of-remediating/Muslim Youth.
It aims at showcasing the impact of the immoral acts in the school as usual as the society such as , Raping, Smoking, etc., and the possible solutions among the youth in society.
It is, therefore, to trace the contributions of people mostly the writers who see the immoralities to be curbed and able to maintain the Moral decadence Among the https://studentsandscholarship.com/current-projects/acquisition-and-utilization-of-islamic-education-means-of-remediating/Muslim youths.
For ease of the studied topic, the research project has been divided into sequential five chapters: Introduction, https://studentsandscholarship.com/current-projects/acquisition-and-utilization-of-islamic-education-means-of-remediating/Literature review and theoretical framework, the topic under review, Data and analysis, Summary, Conclusion, and Recommendations.
TABLE OF CONTENTS
Approval page…………..….i
Dedication……ii
Acknowledgment……..iii
List of table…………………iv
Abstract…………..v
Chapter One: Introduction
1.0 Introduction …………………….…..1
1.1 Background of the Study……………..1-5
1.2 Statement of the Problem……………5-6
1.3 Research Questions…………..………6
1.4 Objective of the Study………….7
1.5 Significance of Study……………….7-8
1.6 Scope and Delimitation………….8
1.7 Operational Definition of Terms…………9
Chapter Two: https://studentsandscholarship.com/current-projects/acquisition-and-utilization-of-islamic-education-means-of-remediating/Literature Review and Theoretical Framework
2.0 Introduction…………10
2.1 Origin of Islamic Knowledge……………10-12
2.2 Emergence of Islamic Knowledge……12-14
2.3 Concept and Meaning of Religion: Islamic Religion as a focus…….14-17
2.4 Historical Background of Islamic Education……………17-18
2.5 The Structural Aspect of https://studentsandscholarship.com/current-projects/acquisition-and-utilization-of-islamic-education-means-of-remediating/Muslim Education…………18-23
2.6.1 The Concept of Islamic Education………………….23-25
2.6.2 Aim and Philosophy of Islamic Education………..25-27
2.6.3 Acquisition and Utilization of Islamic Education……27-30
2.7 Islamic Education in Nigeria………30-32
2.8.1 Spread of Islamic Education in Nigeria…………………………32-35
2.8.2 Factors Responsible for The Students` Misbehavior….…………35-36
2.9 Effective Ways of Handling Students’ Misbehavior……………36-38
2.10.1 The meaning of an Ideal Islamic Education Teachers……………38-39
2.10.2 Moral/Character Development: General and Conceptual Clarification……..39
2.11.1 Moral/Character Development……….40-43
2.11.2 Application of Moral/Character Development Theories…………43-47
2.11.3 Moral Development on Children: Knowing Right From Wrong…47-50
2.12 Impacting Moral/Character Development………………………50-56
2.12.1 Major Factors Influencing the Students Moral/Character Development Schools as a Factor Influencing Moral/Character Development…….56-59
2.12.2 Causes of Immoralities in the School…..59-63
2.12.3 Teacher’s Personalities of Islamic Education as a Factor Influencing the Students Moral/Character Development 63-65
2.12.4 Islamic Views on Moral/Character Training……65-66
2.13 Islamic Education Curriculum: An Explosion of the Goals and Components…67
2.13.1 The Implications of Islamic Education Curriculum……67-68
2.13.2 Empirical View: Scientific Experiment Disputing the Existence of Moral/Character…..68-69
Chapter Three: Research Topic under Review
3.1 Introduction………………………74
3.2 Research Design……………74
3.3 Population…………..74
3.4 Sample and Sampling Procedures……….75
3.5 Instrumentation……………..75-76
3.5.1 Validity of Instrument……….76
3.5.2 Reliability of Instrument………..76
3.6 Method of Data Collection……….…76
3.7 Method of Data Analysis………..76-77
Chapter Four: Data Analysis and Discussion Findings
4.1 Introduction……………..78
4.2 Questionnaire Schedule………….78
4.2.1 Personal: Social Economic Characteristics of The Respondents…………78
4.2.1.2 Frequency Table Showing Distribution of the Respondents by Age……….78-79
4.2.1.3 Distribution of Respondent by Gender…………..79
4.2.1.4 Frequency Table Showing Distribution of the Respondent by Educational Background…79-80
4.3 Research Question…………80
4.3.1 Research Question 1: Does The Approach Of Islamic Education Teachers in Teaching and Counseling Still Meet The Contemporary Reality of the Moral/Character Degeneration in the Society?….80-82
4.3.2 Research Question 2: What are the Factors That Influence The https://studentsandscholarship.com/current-projects/acquisition-and-utilization-of-islamic-education-means-of-remediating/Muslim Students Moral/Character Development?………………82-86
4.3.3 Research Question 3: Does The School As a Formal Education is The Only Way Of Inculcating Moral/Character of Students?………..86-88
4.3.4 Research Question 4: What Are The Contributions of Islamic System of Education In Impacting Knowledge on Students?……88-91
4.4 Discussion Finding…….….91-94
Chapter Five: Summary, Conclusion, and Recommendations
5.1 Summary……….95
5.2 Conclusion..95-96
5.3 Recommendations ………..97-98
References…………….99-100
Appendix……..…100-105
INTRODUCTION
1.1 Background to the Study
Truthfulness and moral value are good qualities desirable in all human beings. These qualities make one’s life worth living although there is the erosion of moral values due to materialistic greed.
In Nigeria today, there is rapid moral decadence cutting across adults, youths, and kids in all sectors of society.
Delinquent behaviours have de-generated the psyche of people in the society to the extent that people have lost faith in the capacity of the https://studentsandscholarship.com/current-projects/acquisition-and-utilization-of-islamic-education-means-of-remediating/government to uphold morals and justice.
are no longer committed as self employees, civil , labourers in private , even as teachers, or .
All codes of conduct as far as their areas are concerned are paperwork; and dedication are of no as for public locations are concerned. The majority are after their selfish ends.
Moreover, outside schools and https://studentsandscholarship.com/current-projects/acquisition-and-utilization-of-islamic-education-means-of-remediating/government institutions, there are increases in instances such as robbery, trickery, begging to tout, and all sorts of misfit behaviour in our societies.
Analysis findings have shown that the majority of men and women found in these acts are mostly school dropouts, youngsters from broken homes, and unemployed graduates of various institutions at diverse levels.
Therefore, this calls for the appropriate implementation of religious and ethical in our schools.
If curricula on religions, social and ethical education is well planned and developed and at the same time correctly implemented most of the above stated moral decadence would, if not completely eradicated be reduced to the minimal (Toyib, 2009).
REFERENCES
Abdulkareem, Y.A. (2005): A Guide on Historical Foundations of Education in Nigeria. Ilorin: Ibrahim Kewulere Commercial Press.
Abdul-Rauf, M. (2008): Islam: Faith and Devotion (fourth edition). Lagos: Islamic Publication Bureau
Adejuyigbe, C.O. (2009): “Misbehaviour Among Primary School Pupils: Causes and Remedy”, in Aniemeka, N.E. et al (Eds.), Emergent Issues in Primary Education Studies. Abeokuta: Goad Educational Publishers. Pp. 243-249.
Adeniran, K.D. (2007): Religious Intolerance and Social Conflict in Epe. Long-Essay submitted to the Department of Religious Studies, Olabisi Onabanjo University, Ago-Iwoye, Ogun State, Nigeria.
Adesina, L. and Ogunsaju, L. (2004): Secondary education in Nigeria. Ile lfe: University of lfe Press Ltd.