Assessment of Techniques in Inculcating Moral Character on Islamic Studies Students in Senior Secondary Schools, Kwara Central Senatorial District, Nigeria

Abstract

This research investigated techniques used by senior secondary school teachers in inculcating moral character on Islamic Studies students in Kwara Central Senatorial District, Nigeria. The aim of the study was pointing out whether or not gender, qualification level and experience of teachers were linked to techniques used to inculcate moral character on Islamic Studies students in Kwara Central Senatorial District. The paper was a quantitative research by using questionnaire as instrument for data collection. The population was drawn from secondary school Islamic Studies teachers. Similarly, purposive sampling technique was used to select 166 schools. The validity and reliability of the instrument is also established by the three experts. A Test-retest method was conducted for the questionnaire and the results were used to calculate the reliability coefficient which was 0.78. The Statistical Package for the Social Sciences vision 23.0 was used to analyse the data collected from the respondents. Majority of the respondents believed that using different techniques during the classroom instruction make meaningful outcome. It is further agreed that qualified Islamic teachers employed multiple techniques in inculcating moral character on the learners that were on Islamic Studies in senior secondary school than nonqualified teachers with the larger mean score of 19.120. This paper makes a new initiation by recommending the community inquiry to teach Islamic Studies in secondary schools. This community inquiry technique is mostly used for science students. However, if the community inquiry technique is recommended and used to teach Islamic Studies in Nigerian secondary schools, it will make the students to be critical thinkers in leaning.