AN ASSESSMENT OF PSYCHO-SOCIAL FACTORS AS PREDICTORS OF STUDENTS ACADEMIC PERFORMANCE IN ISLAMIC STUDIES IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education is perhaps the most influential social institution in any society. The role of schooling is to transmit the common set beliefs, values, norms, and ways of understanding from the adult members of a society to its youth. Muslims worldwide share a common set of values based on the Qur‟an and sunnah of prophet Muhammad (S.A.W). It is a function of Islamic schools and parents to teach these values to Muslim students through the use of well designed curricular (Timehin, 2016).

Islamic studies involve the development  of the body and  soul in order  to  create the awareness  of the existence  of the creator in the individual. It is an all round development of man to enable him know his relationship and duties towards his creator, himself and to other creatures whereby he would be able to carry out these duties accordingly. The history of Islamic Studies in Nigeria is the same as the history of the religion of Islam itself. This is because Islam goes to  any place or community along with its own form of education (Bidmos, 2016). It is not a matter of coincidence or  accident that Islamic religion and Islamic  education go together. The fact  is  that, without the latter the former cannot be said to have been firmly entrenched and understood. The Holy prophet was reported to have said that, “if Allah wants to do good to a person, he makes him to understand the religion (Bukhari, 3:11). Therefore, there is no pretence or cover up, about the objective of Islamic education. It thrives on the Islamic concept of life, here and hereafter, prescribing the individual's position and  role on earth (Timehin, 2016). The structure of the early Islamic education was Allah on the hierarchical structure of the Islamic faith. The first and the only reference and rallying point is Allah, the Creator and the starting point is to learn how to recite Al-Qur'an, the words of built. The early Islamic recitation, a student would then begin to study further under an erudite Mallam (teacher) who may not necessarily be the only teacher to handle the student till he himself becomes highly knowledgeable in the field (Bidmos, 2016).

Indeed, with the mandate of education for all, and the millions of children who attend Qur‟anic or other forms of Islamic schools, many governments are beginning to put effort on how to define acceptable minimum standards for Islamic schools, such that their students may be counted among the children enrolled in “schools” (example, public, private and other recognized schools) and receiving quality basic education. This is certainly the case in Nigeria, where the public, private and private Islamic school sectors are growing and not just in the Muslim north of the country (UNESCO 2016) and parents in Muslim communities are increasingly looking to secondary schools offering Islamic studies as a source of education for their children. 

In Nigeria, Islamic studies was formalized in the western type of schools (both public and private schools). Islamic education started at local Qur‟anic schools, and in Nigeria, Islamic schools especially in the north, now compete with public schools because they offer a full range of subjects in addition to standard religious instruction. Realising the importance of Islamic studies as the medium for inculcating Islamic teachings and values into Muslim students, it is therefore very important to sustain students’ interest in learning this subject.

Psychosocial factors like attitude, self-efficacy and social interaction of students plays a great role in student’s academic performance and are essential for the delivery of high quality teaching and learning process. They remain the key determinant of student academic performance. There is also general belief that human behavior and actions are influenced by attitudes whereby attitudes are seen as the cause and behavior as the effect (Chepchieng, 2016). This could be attributed to the fact that teachers contact with a students in or out of the classroom is very crucial in student’s motivation and involvement in all facets of life. Whereas negative psychosocial factors distort teaching and learning techniques, positive psychosocial factors facilitate academic performance positively and outright expression of both lecturer and student intelligence because schools have no any value without students or lecturers as they are the greatest paramount quality for any educational institution.

The development of any society is directly connected with students’ academic performance. Student academic performance plays a crucial role in bringing qualitative graduates who will move a country to the right path in the near future (Ali et al., 2021). And poor student academic performance is not only frustrating  the students and parents, its effects are equally grave on the society in terms of dearth of manpower in all spheres of the economy and politics (Fan, & Chen, 2018).

Previous studies on the subject on students’ academic performance indicated that there exist several factors that influence students’ academic performance, but students’ and teachers’ attitudes, students’ academic self-efficacy and students-teachers’ interaction remained the key determinant of academic performance (Ahmad, & Rahman, 2020). According to Cutler, & Lleras-Muney, (2018), teaching of Islamic studies is a collaborative process that involve interaction between students’ and the teachers that at the end brings about change in the students behavior. But, psychosocial factors in teaching and learning process is a multidimensional concept that measures various interrelated aspect of learning in educational system which include students’ attitudes towards lecturer, students’ academic self-efficacy and student-lecturer interaction. Therefore, consistent evaluation of the aforementioned psychosocial factors is very crucial most especially among secondary school students as these the factors are directly linked with students’ academic performance (Ahmad, & Rahman, 2020). Hence the need for this study.

1.2 Statement of the Problem

The academic performance of students in Islamic Studies at the senior secondary school level has emerged as a critical issue in the educational discourse. Many students continue to underperform in this subject, despite the numerous educational reforms and interventions that have been implemented to improve student outcomes. This issue is especially critical in regions where Islamic Studies is a fundamental component of the curriculum, as it requires a comprehensive understanding of the factors that affect student performance in order to implement effective educational strategies.

The academic performance of students is known to be significantly influenced by psycho-social factors, which encompass a comprehensive range of psychological and social influences. These variables encompass students' motivation, familial background, socio-economic status, teacher-student relationships, peer influence, and self-esteem. Recent research has emphasised the significant influence these factors have on the academic outcomes and learning experiences of students (Aremu & Oluwole, 2022). Nevertheless, there is a significant research vacuum in the field that specifically investigates the impact of these psycho-social factors on the academic performance of Islamic Studies students at the senior secondary school level.

The intricate and interconnected nature of psycho-social factors is one of the primary obstacles to resolving this issue. For instance, students' perceptions of the relevance and significance of Islamic Studies to their personal lives and future career aspirations frequently influence their self-esteem and motivation. Research has shown that students who regard a subject as valuable and pertinent are more inclined to be motivated and achieve superior academic performance (Deci & Ryan, 2020; Yusuf & Adigun, 2021). In addition, the impact of family and peers is important. Academic performance is known to be improved by positive peer relationships and supportive family environments, while academic decline can be caused by negative peer influences and unsupportive family settings (Wentzel & Muenks, 2016; García & Weiss, 2019).

The academic outcomes of students are also significantly influenced by the role of teachers. The engagement and performance of students in Islamic Studies can be significantly influenced by the attitudes, teaching methods, and character of the relationships and relationships that teachers establish with students. Positive teacher-student relationships have been associated with enhanced academic performance, whereas negative interactions can lead to student disengagement and subpar performance (Hughes, 2017; Košir et al., 2020). The cultural and religious significance of Islamic Studies adds an additional layer of complexity to the subject matter, necessitating that instructors not only convey knowledge but also establish a deeper connection with students.

Another critical factor that affects academic performance is socio-economic status (SES). Students from higher socioeconomic circumstances generally have access to a greater number of educational resources, superior learning environments, and more robust support systems, all of which contribute to improved academic performance (Reardon, 2019; Sirin, 2021). In contrast, students from lower socioeconomic backgrounds frequently encounter a variety of obstacles, including financial constraints, limited access to educational resources, and less supportive family environments, which can have a detrimental effect on their academic performance in Islamic Studies.

Despite the acknowledged significance of psycho-social factors, there is a substantial gap in the literature that specifically investigates their influence on the academic performance of Islamic Studies students in senior secondary institutions. This discrepancy underscores the necessity of conducting thorough research to thoroughly investigate these factors and to identify effective strategies for improving student performance. It is imperative for educators, policymakers, and stakeholders to comprehend the interplay of these factors in order to create targeted interventions that cater to the unique requirements of Islamic Studies students and enhance their academic performance.

1.3 Objectives of the Study

The general objective of the study is to examine psycho-social factors as predictors of students academic performance in islamic studies in secondary schools. The specific objective is as follows:

To determine whether there is a relationship between parental influence and academic performance of Islamic Studies students among senior secondary schools.

To analyze the impact of peer influence on the academic performance of Islamic Studies students among senior secondary schools.

To assess the effect of self-esteem on the academic performance of Islamic Studies students among senior secondary schools.

To determine the influence of students’ cognitive ability and academic performance of Islamic Studies students among senior secondary schools.

1.4  Research Question

The following research questions will be answered in this study;

Is there a relationship between parental influence and academic performance of Islamic Studies students among senior secondary schools?

What are the impact of peer influence on the academic performance of Islamic Studies students among senior secondary schools?

What are the effect of self-esteem on the academic performance of Islamic Studies students among senior secondary schools?

What is the influence of students’ cognitive ability and academic performance of Islamic Studies students among senior secondary schools?

1.5 Research Hypothesis

The following hypothesis have been formulated for the study

H0: Psycho-social factors has no significant effect on Islamic Studies students academic performance among senior secondary schools

H0: Psycho-social factors has a significant effect on Islamic Studies students academic performance among senior secondary schools.

1.6  Significance of Study

The findings of this study would be of great value to Islamic studies teachers and students in secondary schools as this study will reveal the benefits of Islamic studies in secondary schools.

It would show Islamic studies teachers the understanding level at which students assimilate what is being taught and what the teacher can do to improve.

The stakeholder of education would be able to identify how much more should be spent on education to get a better results. There would be employment of better teacher and sophisticated teaching aids. Also provision for leakages in achieving the goals of Islamic Education will be done.

This study will also give the government and policy makers an insight on how Islamic studies is rated currently in the state and country at large in order to pay more attention and introduce effective supervisory measures set to look into the affairs of public, private as well as voluntary organizations activities to conform with the standard national policy and ministry of education system in the country.

Finally, the study will be of great benefits to teachers and students-teachers to know how to successfully implement the Islamic studies curriculum and the role they are to play in the implementation activities, thereby giving them a clear and conscious measures to adjust and take possible corrections. The study will be of great benefit to students and researchers, as the work will be as a reference when it comes to issues related to the topic of concern, to build upon their works.

1.7  Scope of the Study

This study primarily focuses on psycho-social factors as predictors of students academic performance in islamic studies in secondary schools. This study will be carried out in in selected secondary schools in Abeokuta South Local Government Area.

1.8 Limitation of the study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. In addition, there was the element of researcher bias. Here, the researcher possessed some biases that may have been reflected in the way the data was collected, the type of people interviewed or sampled, and how the data gathered was interpreted thereafter. The potential for all this to influence the findings and conclusions could not be downplayed. More so, the findings of this study are limited to the sample population in the study area, hence they may not be suitable for use in comparison to other schools, local governments, states, and other countries in the world.

1.9 Definition of Terms

Education 

This is a process of keeping the world and our society intact and in fostering the development and growth upon which human survival and progress depends.

Islamic Studies

Islamic Studies is a discipline that moulds and reshapes the students’ behaviourial patterns in a manner that their lifestyles, reactions and approaches to all challenges of lives are positively discovered.

Psychosocial Factors: Psychosocial factors are elements that pertain to the interaction between psychological and social aspects. They encompass influences that affect a person's mental health, behavior, and social functioning. These factors include, but are not limited to, social support, relationships, family dynamics, work environment, socio-economic status, culture, life experiences, and individual psychological responses to these elements.

Academic performance: Academic performance refers to the extent to which a student, teacher, or institution has achieved their educational goals. It is typically measured through various assessments, such as exams, assignments, projects, and standardized tests, reflecting a student's knowledge, skills, and competencies in a particular subject or academic field. Academic performance is often quantified through grades or scores and is used to evaluate progress and proficiency in an educational setting.

---

---