Perception of the Impact of English Language on Teaching and Learning of Islamic Studies in Secondary School

Perception of the Impact of English Language on Teaching and Learning of Islamic Studies in Secondary School

Content Structure of Perception of the Impact of English Language on Teaching and Learning of Islamic Studies in Secondary School

• The abstract contains the research problem, the objectives, methodology, results, and recommendations
• Chapter one of this thesis or project materials contains the background to the study, the research problem, the research questions, research objectives, research hypotheses, significance of the study, the scope of the study, organization of the study, and the operational definition of terms.
• Chapter two contains relevant literature on the issue under investigation. The chapter is divided into five parts which are the conceptual review, theoretical review, empirical review, conceptual framework, and gaps in research
• Chapter three contains the research design, study area, population, sample size and sampling technique, validity, reliability, source of data, operationalization of variables, research models, and data analysis method
• Chapter four contains the data analysis and the discussion of the findings
• Chapter five contains the summary of findings, conclusions, recommendations, contributions to knowledge, and recommendations for further studies.
• References: The references are in APA
• Questionnaire.

Chapter One of Perception of the Impact of English Language on Teaching and Learning of Islamic Studies in Secondary School

INTRODUCTION

BACKGROUND OF THE STUDY

English which was first spoken in early medieval England is a West Germanic language but later became a global lingua franca (  Finkenstaedt, Thomas, Dieter Wolff, 1973). On other hand, Islamic studies is the study of Islam. The two perspective adopted for Islamic studies include  a secular perspective, where  Islamic studies is viewed as  a field of academic research whose subject is Islam as religion and civilization and from a traditional Islamic perspective, where  Islamic studies is  viewed as a religious sciences (‘Ulum al-din) pursued by the ulama (Clinton, 2012). The study of Islam is embedded with values and a law which seems contradictory to western believes. However, in the teaching and learning of Islamic studies English language is been used which has exacted its dominance as a global lingua franca. This is the point where there seems to be fears among islamic scholars that there exist the tendency for the use of English language to influence the traditional values and objective of the study of Islamic studies. In a Muslim context, Islamic studies is the umbrella term for the Islamic sciences (‘Ulum al-din). It includes all the traditional forms of religious thought, such as kalam (Islamic theology) and fiqh (Islamic jurisprudence), but also incorporates fields generally considered secular in the West, such as Islamic science and Islamic economics. In a non-Muslim context, Islamic studies generally refers to the historical study of Islam: Islamic civilization, Islamic history and historiography, Islamic law, Islamic theology and Islamic philosophy. The study seeks to appraise the perception of the impact of English language on the teaching and learning of Islamic studies in secondary school.

STATEMENT OF THE PROBLEM

The use of English language in the teaching and learning of Islamic studies is considered by Islamic scholars to portend great threat to the traditional institution of the Islamic religion. According to Pennyook and Makoni (2005) the practice of English language teaching in Islamic context was considered a strategy of the missionary to spread Christian values and Western practices which Islamic teachings opposes. Consequently, this constitute a challenge to Islamic scholars. Therefore, the problem confronting the study is to appraise the perception of the impact of English language on the teaching and learning of Islamic studies in secondary school.

OBJECTIVES OF THE STUDY

The Main Objective of the study is to appraise the perception of the impact of English language on the teaching and learning of Islamic studies in secondary school. The specific objectives include:

1. To investigate the relevance of the English language in Islamic studies in secondary schools.
2. To examine the appropriateness of the use of English language in Islamic studies in secondary schools.
3. To understand the impacts of English language in the teaching and learning of Islamic studies in secondary schools.

RESEARCH QUESTIONS

   i.   What is the relevance of English language in Islamic studies in secondary schools?

  ii.  What is the appropriateness of the use of English language in Islamic studies in secondary schools?

 iii.   What are the impacts of English language in the teaching and learning of Islamic studies in secondary schools?

STATEMENT OF THE HYPOTHESIS

Ho₁: There is no significant impact of English language on teaching and learning of Islamic studies in secondary schools. 

SIGNIFICANCE OF THE STUDY

The study appraises the perception of the impact of English language on the teaching and learning of Islamic studies in secondary school. It provides relevant data for the effective formulation and implementation of policies to enhance the realization of envisaged objective.

LIMITATION OF THE STUDY

The study was confronted with logistics and geographical factors.

DEFINITION OF TERMS

ENGLISH DEFINED

English which was first spoken in early medieval England is a West Germanic language but later became a global lingua franca.  Finkenstaedt, Thomas; Dieter Wolff (1973).

ISLAMIC STUDIES DEFINED

 Islamic studies is the study of Islam. The two perspective adopted for Islamic studies include  a secular perspective, where  Islamic studies is viewed as  a field of academic research whose subject is Islam as religion and civilization and from a traditional Islamic perspective, where  Islamic studies is  viewed as a religious sciences (‘Ulum al-din) pursued by the ulama. Clinton Bennett (2012).

EDUCATIONAL SUPERVISION DEFINED

Educational Supervision consist of all effort involving school officials directed at t providing leadership to educational workers or teachers to enhance an improved educational system and institution. The process involves the deployment of human and material resources.

EDUCATION DEFINED

 Education is viewed as the process of inviting truth and possibility. It is the wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life.

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