Development Of Teaching And Learning Method On Islamic Pedagogy . - WSEAS
WSEAS TRANSACTIONS onINFORMATION SCIENCE and APPLICATIONSMaimun Aqsha Lubis, Mohammed Diao,Ramlee Mustapha, Ruhizan Mohd YasinDevelopment of Teaching and Learning Method on Islamic Pedagogy inWest Africa,,,Department of Educational Methodology and PracticesUniversiti Kebangsaan Malaysia43600 Bangi, SelangorMALAYSIA,,,Abstract: - The influence of Islam in West African education systems was significant. The transformation fromtraditional Quranic schools to more modern Islamic education was slow but evident. However, there was a lackof empirical study on the implementation of Islamic pedagogy in West African countries. Therefore, this studywas conducted to examine the development of Islamic teaching and learning in West African. Data wascollected through questionnaire and observation. This study highlighted the role of the traditional of Islamiclearning in West Africa, such as Timbuktu, Gene, Kanem and Bornun. The teacher needs to embrace theeducational methodology and technology and able to apply ideas from various sources. Minority teachers agreewith the use of traditional method and majority of them agree that traditional method in teaching and learningprocess needs to be developed. Workshop, seminar and discussion are the educational methodology andapproach that can develop the traditional Islamic teaching.Key-words:- Islamic pedagogy, Quranic schools, West Africa, educational technology in Islamic pedagogy,educational development, traditional method, modern approach.oppressed by anyone in his kingdom (Ba, Omar1993) [1].Since that time, Islam began to take its routetoward the African continent, and it was leading bya strong fighter and remarkable person, calledUqbah Bin Nafi, who is considered today as thefounder of Islam in the African continent. Duringthe time of the great Muslim Caliph Omar BinKhatab in the year 634 AD, Uqbah conquered NorthAfrica. Then he established his permanent camp inQayrawan, a city currently found in Tunis inAfriqiya in the year 642 AD. And the modern city inAlgeria called Sijillimasa. Thus, these two placesconsequently became the important centre forIslamic learning and missionary activities. Thenfrom there Uqbah was distributing his army in orderto conquer other regions in Africa. Thus, through hisefforts Islam spread in North Africa as well as in the1 IntroductionAlthough the African continent was not the land ofthe original revelation of Islam, however, it was thefirst place where Muslims took shelter. Muslimswere accepted and hosted by the strong African kingof Abyssinia in the year 615 AD, as the refugees. Atthe time when Prophet Muhammad began hismission with the people of Mecca, the pagan Arabof Quraish tribe began to persecute him and hisMuslims followers. When the oppression wentbeyond limits and while the Muslims could nottolerate the punishment of the chieftain of thepagans Mecca anymore, the prophet of Islamadvised his Muslim companions to migrate toAbyssinia and seek refuge and assistance from KingNegus, in the year 615 AD. The Christian King ofAbyssinia, Negus, was described by the Prophet ofIslam as the just king on earth and no one wasISSN: 1790-08321359Issue 8, Volume 6, August 2009
WSEAS TRANSACTIONS onINFORMATION SCIENCE and APPLICATIONSMaimun Aqsha Lubis, Mohammed Diao,Ramlee Mustapha, Ruhizan Mohd Yasinthe European schools would be sent to Hell in thehereafter.Perhaps, this misconception deters manyAfricans from getting their education in Westernschools. Thus, it is critical to investigate themisconception, because this idea is against Islamicprinciple which encourages Muslims to seekknowledge.West. Consequently, from there Islam began to headtowards the West Africa, being carried out by theBerber merchants and by missionaries until Islamfinally occupied the whole region of West Africa.(Clarke 1982)[2].This was followed by theestablishment of several great Islamic institutes inWest Africa such as Timbuktu, Gene, Gao, Kanem,Bornun and many others. These institutes hadplayed a very effective role for diffusion of Islamparticularly in the West African region and thewhole African continent in general. (Nehemiah1994) [3].Teaching aids are the materials and equipmentused during teaching to clarify the explanation. Thepurpose of this is to facilitate the studentsunderstanding and promote communication betweenteachers and students (Maimun 2007) [4].in WestAfrica educational systems, teaching aids mostlyfocus on developing the students’ communicationskills and interaction between the teachers andstudents.3 The Purpose of the StudyThe purpose of this study is to examine theimplementation of Islamic pedagogy in West Africa.In short, the objective of the study is to explore themethods of traditional Islamic teaching andimplementation of information and communicationtechnology in Islamic education, West Africa.4 Review of LiteratureThe sources for this research can be divided intotwo parts namely primary sources and secondarysources. The primary sources are based on the earlyIslam in West Africa continent and those accountsprovided, by classical Arab writers, geographers,and historians who visited the region or lived thereduring the period. Arab writers and non Arabs aswell as those who had attempted to provide an earlyprimary source of written material, which enhancedthe development of the historiography of WestAfrica. Muslim geographers and historians haveprovided to us excellent records of the Muslimrulers and the people in Africa. For example, amongthem were Al-Khawarizmi, Ibn Munabbah, AlMasudi, Al-Bakri, Abul Fida, Yaqut, Ibn Batutah,and Ibn Khaldun, Ibn Fadl Allah al-'Umari,Mahmud al-Kati, Ibn al Mukhtar and Abd alBrahman al-Sa'di. Islam reached in the Savannahregion in the 8th Century, the date that recordedwritten version of West Africa. Islam was acceptedas early as 850 century. By the Dya'ogo dynastywho was king of the Kingdom of Tekur. He alsowas considered first African who accepted Islam.The Arab historians and African scholars havewritten about the empires of Ghana, Mali, Song hay,Kineme and Bornu. They mentioned the famousroads in Africa such as from Sijilmasa to Taharat,Awdaghast that led to the empire of Ghana, andfrom Sijilmasa to Timbuktu (Clarke, 1982)[2].Teaching and learning process can be improvedby using some aspect. One of the aspects is deliverinformation using ICT technology. The usage ofmultimedia method in doing exercises is a good2 Statement of the ProblemIt remains a fact that the level of Islamicconsciousness and commitment in the minds andpractices of the people in West Africa is very high.This study seeks to explore the relationship betweensuch levels of consciousness and commitment andthe methodology adopted by earlier Muslim scholarswhen Islam was first introduced in the region. (Ba,Omar 1993)[1]. The Africans only started to recordtheir historical tradition in a later times while theEuropeans and Arabs counterparts began to record itearlier. However, most African were neglected towrite down their historical background wherebythey relied more on oral citation to pass down theirhistory. They expected that the oral traditions werethe best way for reviving their historical account andkeep it much longer.Perhaps this misconception has deterred some ofthe African scholars to record their historicalbackground in the early time. This fact brings therealization to the researcher that it is the duties andresponsibilities of African scholars and students todelve into or to rediscover the real history of thecontinent in order to find out the true history of theAfrican people.Another problem is the negative perception ofAfrica parents towards the Western education.During the colonial era, many Muslims parentsblocked their children from attending public schoolexpecting that, it has a unislamic educationalsystem. The parents were warned by the traditionalMuslim scholars that whoever sent his children toISSN: 1790-0832initiative to improve classes [5]. Nowadays,several places use information technology to1360Issue 8, Volume 6, August 2009
WSEAS TRANSACTIONS onINFORMATION SCIENCE and APPLICATIONSMaimun Aqsha Lubis, Mohammed Diao,Ramlee Mustapha, Ruhizan Mohd Yasinimprove teaching and learning process. Elearning system also is a technological solutionto ensure the higher development trends [6].Besides, the teaching and learning process canbe improved by using problem-based learningwhich this method can provide highcommitment during presentations [7].The West Africa French speaking consists of 11countries namely: Mauritania, Mali, GuineaConakry, Ivory Coast, Togo, Cameroon, Senegal,Burkina Faso, Benin, Chad and Niger. And the WestAfrican English consists of 5 countries namely:Gambia, Ghana, Nigeria, Liberia, Sierra Leone, andthen Guinea Bissau and, Port Guinea which arePortuguese colonies.4.1 West Africa RegionThe West African region is divided into two parts:1.2.West Africa - French speaking )Table 1: List of the West African countries and the year of independentsCountriesSpace orareas196,190Capital citiesIndependencePopulationLanguageDakar1960 A.D11,126,832French56785Lomé1960 A.D6516French322363Yamoussoukro1960 A.D18 , ko1960 A.D.1960 A.D.3, 086, 85912,291FrenchFrenchNiger1,267,000Niamey1960 A.D11,665,937FrenchBenin112,6201960 A.D7,460,025FrenchBurkina Faso274,200Bubo joules1960 A.D13,925,313,FrenchGuinea246,048Conakry1958 A.D9,460,000Chad1,284,000Njamena1960 086,589Cameroon485442Yaoundé1961 A.D.12,5FrenchFrench&ArabicFrench& ArabicFrench&EnglishNigeria923768Lagos1960 A.DGhana329,460,Accra1957 A.D21,4EnglishSierra Leone71,740Freetown1960 A.D6,017,643EnglishLiberia111,370Monrovia1847 A.D3,482,211EnglishGambia11295Banjul1960 A.D11134000English36,1208Bissau1974 A.D1,416,027Portuguese418,224Praia1975 A.D507,000PortugueseSenegalTogoIvory coastGuinea BissauPort GuineaCape VerdeISSN: 1790-0832Cotonou1361124,009,000EnglishIssue 8, Volume 6, August 2009
WSEAS TRANSACTIONS onINFORMATION SCIENCE and APPLICATIONSMaimun Aqsha Lubis, Mohammed Diao,Ramlee Mustapha, Ruhizan Mohd Yasinconsisted of religious and cultural educationprovided by marabous religious teachers. Both boysand girls received traditional education, at firstwithin the family and later in the local Qur’anicschools operated by the marabous’ teachers. Theyusually began their education around the age of fiveyears old, the boys studying for about seven us.com). The content and methodof teaching was depending on the teacher, butmostly teachers used to concentrate onmemorization of the Quran, however, the mostcommon procedure of marabout teaching was openbooks, whereby the students were required to seatby Halqah circle and facing to the teachers, then theteacher will begin to examine the studentsknowledge about the previous lessons, whereby thestudents impose to reciate the Qur an one by one(Rosnani 1996) [11].4.3 The Traditional Islamic learning inTimbuktuThe name Timbuktu belonged to an old lady in theMali Empire, who was said to be the first woman todiscover the place of Timbuktu. It was establishedby Tuareg in 12 century A.D. Between the 13th andthe 14th century; Timbuktu developed and became arenowned place for commercial activities andIslamic cultural meeting centre in West Africa Itwas a university complex that draws students andscholars from different parts of the Muslim world.This is because it was the first Islamic instituteestablished by African Muslims in the early time.Students were having many options to choosefrom different fields of studies, such as philosophyof Tawhid, which is the science of unity of Allah,History, and Medicine. The students were given theliberty of choice to join any field of study that theywant to pursue after completing the fundamentals oflearning, which was based on understanding thesciences of Qur’anic language, Hadith, and Fiqh.These three subjects were compulsory for allstudents and they had to fulfil this requirementbefore starting their major course. The subjects wereconsidered the basics for learning Arabic language.The Fiqh studies revolved almost around the MalikiSchool to which the entire region subscribed to untilpresent day (Abdul Hadi 1987) [8]. Therefore untiltoday, the majority of the West African followed theMaliki school of Jurisprudence.4.9 Education System in West AfricaBefore the establishment of European educationalsystem, Qur’anic schools educated young males inthe teaching of Islam such as reading and writingArabic. Today, the Arabic Islamic element ofeducation is practically absent from the publicschools curriculum (Michael 1988) [9]. Children offive or six have family responsibilities and at aboutthe age of eight, they begin to receive formaloccupational training. Most of the Senegalese ethnicgroups have a formal system of apprenticeshipthrough which knowledge, skills, and expectationare passed along from mother to daughters and fromfather to sons (Michel 1988)[9].The environment of a sch ool is crucial for it tobecome an inclusive centre of education. Manyschools are situated in location where it is notfriendly to students in wheelchair and classroomaccess is almost impossible. The syllabuses alwaysare not responding to the students need, toiletalways are dirty, average class size of 50 to 60children also makes the condition cramped andmany classes have few windows.4.4 Qur’anic schoolsQur’anic schools were practiced in the West Africansociety before the arrival of colonialism andestablishment of European educational system. TheQur’anic schools system of teaching usuallyteachers started teaching the beginners of Arabicalphabet, for examples, how to recite the Qur’anwell and how to write a sentence in Arabiccorrectly. Eventually some of these Qur’anicschools evolved and became Madras, and instituteor even a University. For example in Mauritania, thetraditional religious learning centers continuedthrough the late colonial period. There is an instituteof Islamic studies, founded in 1955 at Boutilimit,Mauritania. It was the only Islamic institute ofhigher learning in West Africa, and it providedinstructions in traditional Islamic subject andteaching method (Michel, 1988)[9].4.10 The Modern Teaching in the WestAfrica4.10.1 Primary SchoolsIn Mauritania, primary school covers 6 years ofeducation, with students from the age of six totwelve years old. All classes are taught in Arabicduring the first year schooling. In the second year,French is used to teach arithmetic and naturalsciences. Pupils proceed to secondary education bypassing an entrance examination organized4.8 Marabouts Teaching in West AfricaThe traditional Islamic teaching in West Africainvolves various catering education systemISSN: 1790-08321362Issue 8, Volume 6, August 2009
WSEAS TRANSACTIONS onINFORMATION SCIENCE and APPLICATIONSMaimun Aqsha Lubis, Mohammed Diao,Ramlee Mustapha, Ruhizan Mohd Yasinthroughout the country by the Ministry ofEducation. They take the examination in 7 subjects(4 in Arabic and 3 in French) and will be awardedwith the Certificate d'Etudes Primaries Elementary(CEPE).5 MethodologyThe methodology of this study included design,selection of respondents, instruments, pilot study,data collection and data analysis. This study madeuse of primary and secondary data. The secondarydata were collected through resources such asjournals, text books, conference paper etc. andpresented as literature review in this article. Theprimary data were collected through a questionnaire.The researcher used qualitative and quantitativemethod to analyze the data. The population of thisstudy consisted of three educational system in WestAfrica, which are: 1-Rural Education of ModernTeaching, 2-private Institution of Islamic teachingand 3-Traditional of Qur’anic teaching. Over 35%of schools do not offer the full primary cycle inSenegal. Hence children had to travel a longdistance to attend upper primary grades.The questionnaire consisted of 27 items, and itwas distributed to 83 respondents, that consisted ofthe external and internal respondents. Thequestionnaires for external respondents weredelivered via e-mail and ordinary mail. Externalrespondents are respondents from West Africa. Theduration allotted for external respondents to receiveand respond to the questionnaires is 4 months that isfrom 1st July 2006 until the end of December2006.the questionnaires for internal respondents wasdistributed to the local Universities or secondaryschools. The questionnaires contained demographicinformation such as gender and year of teachingexperience and also perception on teacherexperience in teaching and learning. Basically,respondents were asked to answer multiplequestions and rated the factors they agreed on 5point Likert scale ranging from strongly disagree (1)to strongly agree (5). Data collected was analysedby using spss.4.10.2 Secondary EducationSecondary education is divided into two stages: theFirst Cycle called "College" that have the durationof 4 years and the Second Cycle, "Lycée" that took3 years to complete. Secondary Education covers atotal of 7 years. In 1999, Secondary Education took6 years to complete.4.11 InformationandCommunicationTechnology in EducationIt shows that educational technology is what theteacher needs to embrace as he/her apply ideas fromvarious sources to create the best learningenvironment for his/her students. The traditionalrole of technology in education came from the“product and idea technologies”. Producttechnologies included machine-orientated devicesthat people associated with educational technology.The use of Educational Technology can offersolutions to problems that are faced by the students,thus offering opportunity for improved academicachievement. Educational Technology plays animportant role in communication between teacherand student. It also helps improve the social skillsbetween the teacher and the students, as everystudent is involved in the learning process.The results from the interviews indicate thatteachers tend to be overly dependent on textbooks.The knowledge acquired by the student comesinvariably from the textbook itself and the style ofteaching then led to the student to dictate thecontents of the textbook without putting efforttrying to understand what was being taught since theteaching method is rather tedious.More than half of the Islamic teachers beinginterviewed were uncomfortable with mediatechnology; some of them lacking the knowledgeand skill required in utilising the equipmentprovided. They also found that the time allocated forthem to use the media technology to be ratherlimited. Furthermore, in Primary and Secondaryschools, the related equipment was to be used onlyfor the curriculum subjects (i.e. without muchfacilities made available for the Islamic studies,such as an Islamic resources room). For schoolswhere computers are available, the headmastershould advise and encourage the teacher andstudents to be creative and innovative in using thetechnology provided.ISSN: 1790-08326 Findings6.1 Demography of TeachersOverall there are 83 respondents who participated inthis research and completed the questionnaires.Among the respondents, 40 of them are maleteachers with different specialization and fromvarious teaching backgrounds. The rest of therespondents are female teachers, also of differentspecialization and various teaching backgrounds.The male teacher respondents can further bedivided according to their years of teachingexperience. The data showed that 20 of them have1363Issue 8, Volume 6, August 2009
WSEAS TRANSACTIONS onINFORMATION SCIENCE and APPLICATIONSMaimun Aqsha Lubis, Mohammed Diao,Ramlee Mustapha, Ruhizan Mohd Yasinbeen teaching for 1 to 5 years, 6 have been teachingfor 6 to 10 years, 6 taught for 11 to 15 years, yetanother 6 taught for 16 to 20 years and finally 2teachers have been teaching for 21 to 26 years. Asfor female teacher respondents, 19 of them havebeen teaching for 1 to 5 years, 7 have teachingexperience for 6 to 10 years, 4 teachers withteaching experience of 11 to 15 years, 5 of them for16 to 20 years, 3 teachers with 21 to 25 years ofteaching experience and another 3 for 26 to 32 yearsof teaching experience.The list below showed the 40 male teachers and43 female teachers which had been groupedaccording to their teaching experience.FemaleTotal51.8100.0100.0006.2 Traditional Islamic Teaching in WestAfrica.6.2.1 Teacher Experience in Teaching andLearning Islamid EducationThe table below shows the percentages and groupmean for four statements to find out the teachersimplementation of positive independent learning inteaching the traditional Islamic Education in theclassroom. Their responses were ranked andanalysed based on their agreed on 5-point Likertscale and the group mean for each factor. [See Table5]The first part of this analysis was based on themethod of Traditional Islamic Teaching in WestAfrica.From the question that were asked to theteachers, for item “I think learning the Islamictraditional can assist my student to acquire moreknowledge about the Islam civilization”, the resultshows that 50.6 % of the teachers are strongly agreewith the statement, followed by 36.1% of themchoose agree. The other 13.3% of them said not sureabout the statement whereby, 0.9. % disagrees, and0.9% strongly disagrees. The result indicates thatmajority of the teachers support the tradition ofIslamic learning and believes that it is a good way toassist the students for acquiring more knowledgeabout the Islam Civilization.For the second item: “I hope my students alreadyhave a good foundation of the Islam traditions, andthat will assist them to participate in any discussionrelevant to this field with full confidence”, the resultshows that 32.5 % of the respondents strongly agreewith the statement. 36.1 % of them agree with thestatement. The other 26.1 % is not sure, while 1.2 %disagrees and 3.6 % strongly disagree to it. Therespond to this item shows that majority of theteachers hope that the students already have a goodbasic knowledge about the Islamic tradition, besidessupporting the idea about motivating the to getinvolved in classroom discussion with fullconfident.Table 2: List of male teachers and their teachingexperienceYears of teachingNo.Male 221-26Table 3: List of female teachers and their teachingexperienceYears of teachingNo.Female 321-256.326-32From Table 2 and Table 3, we can see the numberand years of teaching experience for male andfemale respondents. There are fewer malerespondents and the female respondent’s teachingexperience years also exceeded male respondent’steaching experience years. The results forpercentage of male and female respondents areshown in Table 4.Table 4: The percentage of male and femalerespondentsPercentagesGender RespondentCumulative(%)Male4048.248.2ISSN: 1790-0832438313646.2.2 Traditional MethodThere are three items about Traditional Method inthe questionnaire. Table 6 shows the three items ofthe questionnaire and the responds percentages ontraditional method. The First item is “I hope byusing the method of traditional Islamic teaching, theIssue 8, Volume 6, August 2009
WSEAS TRANSACTIONS onINFORMATION SCIENCE and APPLICATIONSMaimun Aqsha Lubis, Mohammed Diao,Ramlee Mustapha, Ruhizan Mohd Yasinnot sure whether it can help to improve the Africanstudents or not. However 46.9% of the teachersagreed that’ the method of teaching the Islamictraditional in Africa could provide learner a betterknowledge.Like the other items, the teachers also give varyresponds for the item “I would love to attendworkshops on how to develop the traditional Islamicteaching in West Africa”. From the table, we can seethat 28.9% of the teachers strongly agree with thestatement and 47.0% agrees. Only 18.1% of themnot sure, 3.6% said disagree and 2.4% stronglydisagree to it. The result indicated that majority ofthe respondents or teachers would like to attend theworkshops on how to develop traditional Islamiclearning. It is maybe because they will gain moreknowledge about how to develop the traditionalIslamic teaching and learning aside will changemany ideas among the members in workshops.teachers I Africa can help African students to reacha higher level of education”. The analysis showsthat only 9.6. % of the respondents strongly agreeswhile 32.5 % said agree. Most of them (51.8 %) didnot know whether agree or not (not sure), while theother 1.2 % disagrees and 4.8 % strongly disagree toit. The respond to this item indicates that majority ofthe teachers are not sure that the usage of method oftraditional Islamic teaching can assist Africanstudents to reach a higher level of education.According to the table, only 9.6% of the teachersstrongly agreed and 37.3 % of them agreed with thestatement: “I think the method of teaching IslamicTraditions in Africa could provide learners with abetter knowledge”. 50.6. % of the respondents saidnot sure, while 1.2. % of them disagrees. The other1.2% said strongly disagrees for the statement. Therespond to this statement shows that majority of therespondents do not encourage using the method oftraditional Islamic learning in Africa and they areTable 5: The two items, percentages and the group mean on teacher experience in teaching andlearning Islamid educationNO.1.2.PERCENTAGESI think learning theIslamic traditional canassist my student toacquire moreKnowledge about theIslamic civilization.I hope my studentsalready have a goodfoundation about theIslamic traditions that indeed will assist them toparticipate in anydiscussion which isrelevant to this field withfull confident.ISSN: 0)(22)(3)(1)3.9281365Issue 8, Volume 6, August 2009
WSEAS TRANSACTIONS onINFORMATION SCIENCE and APPLICATIONSNO.3.4.5.Maimun Aqsha Lubis, Mohammed Diao,Ramlee Mustapha, Ruhizan Mohd YasinTable 6: Three items of the questionnaire and the respond’s percentages on traditional methodPERCENTAGES(%)I hope by using themethod of traditionalIslamic teaching, teachersin Africa can helpAfrican students to reacha higher level ofeducation.I think the method ofteaching IslamicTraditions in Africa couldprovide students with abetter knowledge.I would love to attendworkshops on how todevelop the traditionalIslamicteaching in West eminars on how to develop the traditional IslamicEducation teaching”, the result are 25.3% of therespondents strongly agree, 34.9% agree, 30.1%were not sure, 4.8% responds disagree and 4.8%answered strongly disagree. This statement hasfinalized that; the majority of the teachers wouldlike to attend some seminars on how to develop thetraditional Islamic education.In fact, from two tables’ number 6 & 7, we canconclude that African teachers would like to developtheir method & strategy of teaching and learningfrom traditional method to modern approach.Especially, in statement number 5 in table 6 theylove to attend the workshop to develop thetraditional Islamic teaching in West Africa. Therehave been continuous efforts to improve the stateand condition of the schools besides the usage oftechnology in the education system and itsadministration. The term of educational technologyis introduced in 1969. They define the evelopment, organization, or utilization ofeducational resources and/or the management ofthese processes, occasionally used in a more limitedsense to describe the use of equipment-orientedtechniques or audiovisual aids in educationalsettings.6.2.3 Modern ApproachTable 7 shows the three items and the percentages ofeach on modern approach. The respondents wereasked about three items of modern approach. For thefirst item: “I would love to attend some Islamicseminar on how to carry out the effectiveness oftraditional Islamic education teaching”, the resultsare 32.5% of the respondents strongly agree, 33.7%agree, 24.1% not sure, 3.6% disagree and 6.0%strongly disagree. The respond to this item showsthat majority of the teachers agreed to attend someIslamic seminar based on how to improve thetraditional Islamic education learning.As for the item “I love to discuss with mystudents about the current issues in the Muslimworld to get their opinions”, 34.9% of therespondents strongly agree and 41.0% agree. 16.9%of the respondents not sure with the statement while4.8 % disagree and the other 2.4% are stronglydisagree to it. The respond to the item has showedthat majority of the teachers would love to discusswith their students the current issues in the Muslimsworld in order to get their opinions whether that ispositive or negative opinion. Besides that, there aremany suggestion and recommendation that they willget from the discussion.Lastly, for the item “I would love to attendISSN: 1790-08323.4011366Issue 8, Volume 6, August 2009
WSEAS TRANSACTIONS onINFORMATION SCIENCE and APPLICATIONSNO.6.7.8.Maimun Aqsha Lubis, Mohammed Diao,Ramlee Mustapha, Ruhizan Mohd YasinTable 7: The three items and the percentages of each on modern approachPERCENTAGES(%)improve the teaching and learning session. Manyused to support54 different3 types of2 technology1 can be GROUPandenhancelearning.Everythingfrom videoMEANStrongly Agree NotDisagree Stronglycontentanddigitalmoviemakingto ogieshaveI would love to attend32.533.724.13.66.03.747 beenused in classrooms, and new uses of technologysome Islamic seminar onsuch as podcasting are constantly emerging.how to(27)(28)
4.4 Qur'anic schools Qur'anic schools were practiced in the West African society before the arrival of colonialism and establishment of European educational system. The Qur'anic schools system of teaching usually teachers started teaching the beginners of Arabic alphabet, for examples, how to recite the Qur'an
teaching and learning concepts, the cycle of scholarship of teaching and learning, work sheets, and useful resources that are meant to assist you. In this guidebook, the terms "Research on Teaching and Learning" and scholarship of teaching and learning may be used interchangeably. Research on teaching and learning, primarily referred to in the
What is a Teaching Portfolio? A Teaching Portfolio Outline What makes it Reflective? Moving forward What are the parts of a Teaching Portfolio Teaching Responsibilities Teaching Philosophy Teaching Methodologies Course Materials & Student Learning Teaching Effectiveness Teaching Improvement Activities
BES 123 LEARNING AND TEACHING Course Intr oduction The Course 'Learning and Teaching' has been conceptualized on the basic premise that learning and teaching should be viewed holistically . This course attampts to facilitate student teachers to understand learning and teaching as a process which works for construction of knowledge.
Modern teaching methods and strategies Part I . Language teaching methodology, or teaching in this sense, is a set of methods based on the same rules and having a common aim, e.g. to encourage students to use the language, involve the studentsFile Size: 732KBPage Count: 55Explore further150 Teaching Methodsteaching.uncc.eduTEACHING TECHNIQUES - Oneontaemployees.oneonta.edu/thomasrl/Y (PDF) 50 METHODS OF TEACHING.pdf GRACE SIKALEYA .www.academia.eduChapter 4 Current approaches and teaching methods .www4.ujaen.es/ gluque/Chapter4H Teaching Methods and Strategies: The Complete Guidewww.educationcorner.comRecommended to you b
strategies that the teacher could utilize in teaching listening are the bottom-up, top-down, and interactive (meta-cognitive) teaching strategies. Bottom-up teaching strategy In bottom-up teaching strategy, teaching proceeds from the most basic blocks of language, like the word. The teaching pattern proceeds to more complex structures
A Study of Teaching Models Traditional teaching Traditional in-class teaching methods include explanation and demonstration of teaching materials, and arrangement of learning activities such as observation, experiments, . it may be employed in junior high school mathematics teaching. Instead of fully adopting computer-assisted teaching .
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Teaching Plan What is a teaching plan? A teaching plan is a document that outlines the structure and details of a single session. A good teaching plan is a comprehensive write-up of the step-by-step teaching methods, the estimated duration of each segment of teaching
