Teachers’ Evaluation of Upper Basic Schools Islamic Studies Curriculum in Osun West Senatorial District, Nigeria

Abstract

This study was geared towards evaluating the Upper Basic Schools (UBS) Islamic Studies Curriculum in Osun West Senatorial District, Nigeria. Purposive sampling was adopted in selecting 234 Islamic studies teachers in all the 319 public and private upper basic schools in the district. The questionnaire was employed for the purpose of collecting relevant information from the respondents. The data collected were analysed using descriptive and Inferential statistics, and one-way Analysis of Variance (ANOVA). The findings of the study showed that the objectives of the Upper Basic Schools Islamic Studies curriculum are clearly stated; the resources for implementing the Upper Basic Schools Islamic Studies curriculum are not adequate; the delivery adopted by the Upper Basic Schools Islamic Studies teachers are not suitable; there is significant difference in the views of male and female teachers on the suitability of the UBS Islamic Studies curriculum; and there is significant difference in the views of the qualified and unqualified teachers on the suitability of the curriculum. The study recommended among others that the government should regularly review the upper basic school curriculum to effectively cater for the weaknesses in the curriculum; the government should ensure that instructional resources for teaching Islamic Studies in schools are provided in upper basic schools and monitoring team should be constituted to ensure effective use of the resources by the teachers while teaching the subject, and the teaching method adopted by Islamic Studies teachers should be reviewed and improved upon so that effective teaching and learning can take place.