Browsing by Author "Jamiu Abdur-Rafiu"

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    POLICY-RELATED FACTORS AND TEACHERS'QUALIFICATIONS AS DETERMINANTS OF TEACHING OF ARABIC LANGUAGE
    (EDURELIGIA: Jurnal Pendidikan Agama Islam, 2024) Taofeeq Olamilekan Sanusi,; Ibrahim Solahudeen Owoyale-AbdulGaniy,; Jamiu Abdur-Rafiu
    The study examined policy-related factors and teachers' qualifications as determinants teaching of the Arabic language in secondary schools in Kwara State. A descriptive survey research design was adopted. The population of Kwara South was 23,458, and a sample of 379 students was collected using Kredjcie and Morgan's table. Multistage sampling procedures were adopted including purposive sampling to select three Local Government Areas (LGAs) and simple random sampling to select 30 public schools, 10 from each of the three LGAs. The researcher’s instrument, titled Adapted Policy Related Factors and Teachers' Qualifications as Determinants of Teaching Arabic Language Questionnaire (PRFTQTALQ) was used for data collection. The study found no significant difference in the perception of Arabic language teachers regarding policy-related factors and their qualifications as determinants of teaching Arabic in senior secondary schools in Kwara State. Therefore, the study concluded that there is no significant difference in teachers' perception of policy-related factors affecting the teaching of Arabic in senior secondary schools in Kwara State. The study found no significant difference in teachers' perceptions of Arabic teachers' qualifications determining their teaching of Arabic in senior secondary schools in Kwara State. It recommended amending the National Curriculum and Government policy to make Arabic a compulsory subject in Kwara State's senior secondary schools and awarding in-service training and scholarships for further studies to Arabic language teachers.
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    Teachers' Quality and Secondary School Students' Academic Performance in Islamic Studies in Ilorin, Nigeria
    (KIU Journal of Social Sciences, 2018-11) UA Ajidagba; Jamiu Abdur-Rafiu; Adisa Issa Usman
    The development of any society is determined by the quality of its education and the quality of education is determined by the quality of teachers. Teachers’ quality, however, can be regarded as one of the vital academic determinants that have profound relationship with students’ academic performance in all levels of educational system in Nigeria. It is against this background that the study investigated the teachers’ quality and secondary school students’ academic performance in Islamic studies in Ilorin, Nigeria. 60 secondary schools were selected across the five Local Government Areas forming Ilorin Emirate, Kwara state. In all, 300 students were selected using simple random technique. Purposive sampling technique was employed in selecting 300 Islamic studies teachers for the study. Questionnaire was used to elicit information on teachers’ quality from the respondents, while May/June West African Examination Council, 2013 Objective Test was adapted to test SSII students’ academic performance in Islamic studies and a profoma for SSI students’ academic performance in Islamic studies was collected. The findings of the study revealed no significant relationship between teachers’ teaching approach, subject mastery and secondary school students’ academic performance in Islamic studies in Ilorin Emirate. However, significant relationship was recorded between teachers’ educational qualification, years of teaching experience and academic performance of secondary school students in Islamic studies in Ilorin Emirate. Necessary recommendations were made based on the findings of the study