Effects Of Qualification Of Islamic Religious Teachers On The Performance Of Secondary School Students In External Examinations

1.1 BACKGROUND OF STUDY
Islamic studies is the academic study of Islam and Islamic culture. Islamic studies can be seen under at least two perspectives:
• From a secular or neutral point of view, Islamic studies do academic research on Islam and Islamic culture independent of faith. In this respect, Islamic studies neither engage in shaping Muslim faith by making Islamic theology, nor do they refrain from academic theses running contrary to a faithful point of view.
• From a Muslim point of view, Islamic studies also do academic research on Islam and Islamic culture, but from a faithful perspective. In this respect, Islamic studies engage in shaping Muslim faith by actively making Islamic theology, and academic theses running contrary to a faithful point of view can be dealt with only apologetically.
Historically, both perspectives had been sharply separated by the separation of the Western and Islamic worlds. They differed in their understanding of academia and were organized either in universities or madrasas. Today, there are attempts to bring together both perspectives, especially by the attempts to establish Islamic theology at Western universities according to the model of the well-established Christian theology.
Scholars of Islamic studies are called by their special field of study, as e.g. historian, sociologist, or political scientist, or in general a scholar of Islamic studies. The professional title Islamicist is dated. Scholars of Islamic studies from a faithful point of view can be historians etc., too, yet they also can be called Muslim scholar, teacher of religion, cleric, or Ulama. The designations Islamic scholar or religious scholar are misleading since they sometimes apply to a secular scholar of Islamic studies, and sometimes to a religious Muslim scholar of Islamic studies.

Islamic as a language plays a number of roles in the socio-economic, political and cultural development of Nigeria society mostly in northern part of Nigeria.
The continued slide in the performance of students in the Islamic studies in external examinations is a course for great concern not only for the teachers but also for all stake holders in the business of education. This is more worrisome when one considers the fact that Islamic studies doubles as a medium of instruction in Nigerian northern schools as well as our linquafranca. The central role of Islamic cannot, therefore, be wished away.
The pattern of failure has, however, shown that the incidence appears to be higher in some schools than it is with other schools. A number of factors have been linked to the courses but more relevant is the issue of qualification of the teachers. This is more important because in the business of teaching and learning, teachers offer only what they have; you cannot offer what you don’t have.
The qualification of teachers involved in teaching and learning has great roles in the performance of students and it is to find out these effects that this study is set out to accomplish.
Chomsky (1972) “states that one cannot really teach a language but can only present the conditions in which it will develop spontaneously in the mind in its own ways”
Language is something, which is internalized in the mind of the individual. The question of who should teach Islamic studies effectively in a second language situation needs especial consideration.
The search for a worthwhile answer has formed the basis of the topic of this project.
“The effects of the qualification of Islamic studies teachers on the performance of secondary school students in external examinations, in selected secondary schools, A case study of the selected schools”.
1.2 Statement of the Problems
It is assumed that only those who have professional training in Islamic studies teaching should teach Islamic studies. The Islamic studies teacher should be the one whose competence and proficiency in all the language skills are in a good measure. But especially in written and conversational Islamic, is not deficient. The Islamic studies teacher should have a good knowledge of current usage and the theoretical aspects of Islamic studies.
In Nigeria today, most students in secondary schools and infact even in universities lack the ability to communicate efficiently in Islamic.
Adekunle (1969) “maintains that it is in putting down their ideas on paper in grammatical Islamic studies that most secondary school and university students have greatest difficulty”. This situation has not changed over the years. This is still the major problem faced by Islamic studies students today. It is therefore important to find out if the qualification of the Islamic studies teachers has any effect on the performance of the Islamic studies in written and spoken Islamic.

1.3 Significance of the Study
This study will serve as a painter to the ministry of education to verify whether the qualification of teachers has any effect on the student performance in senior secondary school certificate examination (SSCE). The finding will also help people who want to conduct such research to serve as reference.

1.4 Hypothesis
i. Teachers’ qualification affects the student’s performance in (SSCE) examination.
ii. Students do not learn properly from the instruction of untrained teachers.
iii. Native speaks and fluent second language speakers are not automatically effective Islamic studies teachers.
iv. Professional training is necessary for one to be a good teacher.
v. In northern Nigeria, unqualified teachers can be linked to the general low performances recorded in SSCE Islamic studies examination by our students due to poor teaching.

1.5 Objectives of the Study
The purpose of this study is to find out the teachers qualification on students performance in senior secondary school certificate examination (SSCE). The study also tries to assess the validity of the assumption that any fluent speaker of Islamic can teach the subject and attempt to explore ways of Islamic. The learning of Islamic can be enhanced and how to improve on the quality of the Islamic teachers already in the classroom.
The study also tries to analyze;
a. How teacher’s qualification effect the student’s practical demonstration of the language skill since the study cannot really be taught?
b. How important teacher’s are in the language development?
c. Can the general low performance of students be related to teacher’s qualification?
d. Does the untrained teacher encounter move problem than the trained teachers in the language teaching situation?
The above questions are what this researcher is set out to find out solution to.

1.6 Operational Definitions
The terms used in the topic are defined as follows:
Teacher’s qualification, teachers academic and professional qualification in Islamic studies. The degree of mastery of the Islamic studies skills, the teaching techniques and methods used, the teacher’s attitude towards the learners and the ability to identify students needs of each stage of language development, it also covers the degree of preparedness of the Islamic studies teachers.
Student’s performance; The student’s practical demonstration of comprehension language skill as specified by the Islamic studies syllabus.

1.7 Scope and Limitation
The study is limited to the three schools in Goronyo metropolitan council viz Alhaji Adanmu College Goronyo, urban secondary school sokoto and girls secondary school Goronyo; All in Goronyo metropolitan council.