This study, “INFLUENCE OF SOCIAL CHANGES ON ATTITUDE OF STUDENTS TO STUDYING ISLAMIC STUDIES IN SECONDARY SCHOOLS” contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References. Keywords: INFLUENCE OF SOCIAL CHANGES ON ATTITUDE OF STUDENTS TO STUDYING ISLAMIC STUDIES IN SECONDARY SCHOOLS
CHAPTER ONE INTRODUCTION 1.1 BACKGROUND OF THE STUDY Social change leads to transformation in thinking which in turn influences behaviour patterns in society. Social change is an alteration in the thought processes of individuals that drives social progress. It may refer to a paradigmatic change in the socio-economic structure of today, characterised by complexity and global interdependence. Historically, social change has been driven by cultural, religious, economic, scientific or technological forces. Contemporary rapid technological advances and escalating global changes have impacted on the global economy in ways that are detrimental to the environment and communities, threatening the sustainability of our societies. To address the challenges faced by global communities, education instructional systems will transform values, attitudes and behaviour patterns to actuate social change or modification. Education is a major and vital instrument in initiating social adaptation “by bringing about a change in outlook and attitude of students. It can bring about a change in the pattern of social relationships and thereby causing social changes”. Emerging new technologies test the existing social systems and often become an antecedent of more efficient human connectedness and globally accepted human communication. Thus social change evolves progressively, sometimes dramatically as it has, in the last two decades. “Social change is a very complex and dynamic phenomenon that can be considered from a variety of perspectives and is reflected in a number of processes. These processes are different in different types of societies” (Pavlova, 2014). Existing cultural, social and economic similarities and dissimilarities in various local environments affect these processes and shift societal structure globally, driving social change. Arab spring, Occupy protest are examples that illustrate how local is transmitted through social networking into the global field, influencing social thought processes and initiating change. Global technological advances are embraced in various environments and disseminated, localised and customised in the existing cultural, social and economic context. Localisation presents world readiness consequently local communities emerge with a commonality yet retaining aspects of the local identity. Global societies set common goals with local application thus globalisation becomes a worldwide phenomenon that drives social change. Education is a method that will bring about behavioural changes in the society, which will allow every individual to effectively participate in the activities of the society and to form positive contribution to the progress of the society. 1.2 STATEMENT OF THE PROBLEM A negative attitude towards Islamic studies has been found to be a contributing factor towards under-achievement in the subject. The negative attitude in the subject has created a lot of fear and anxiety among students who continue to perform dismally as they lack the interest, curiosity and patience needed for learning and performing related tasks concerning to the subject. Studies on students achievements in Islamic studies have mostly pointed to the fact that student’s attitude is a major contributor yet has received very little attention if any. There is therefore a need to study the effect of student attitudes and beliefs as is the integral part of socio-cognitive learning which affects the learning outcomes (Burstein, 2012). This study would concern itself with a variety of beliefs that students harbour and which have potential effects on their learning processes as would determine their ability and willingness to learn. Students’ opinions and beliefs regarding Islamic studies, how much they like it, how important they think it is, how difficult they perceive it is and the future expectations can be understood as facets of student’s attitudes towards Islamic studies and which determine their success in the subject (Aiken, 2010). This is a clear indication that structural changes alone are a necessary, but not sufficient condition in realizing an improved performance (Trends in international Islamic studies and science study, 2015). There is a need therefore to understand the learners themselves, their attitudes and perceptions towards the subject with the aim of suggesting strategies for improvement in the teaching and learning of the subject through attitude change. As a result, some balance should be struck between curriculum goals and the student performance (Mullins et al, 2014). 1.3 AIMS OF THE STUDY The major purpose of this study is to examine influence of social changes on attitude of students to studying Islamic studies in secondary schools. Other general objectives of the study are: 1. To examine the perceptions of students about Islamic Studies in secondary schools. 2. To examine factors influencing student attitudes to studying of Islamic studies. 3. To examine the influence of social changes on secondary school students’ attitude towards studying of Islamic studies. 4. To examine gender effects of social changes on secondary school students’ attitude towards studying of Islamic studies. 5. To examine the relationship between students attitude and academic achievement in Islamic studies. 6. To examine ways of how to improve students attitudes towards learning and achievement of Islamic studies.
Keywords: INFLUENCE OF SOCIAL CHANGES ON ATTITUDE OF STUDENTS TO STUDYING ISLAMIC STUDIES IN SECONDARY SCHOOLS
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