The Seventh, Eighth and Ninth Grade Students Acquisitions of Islamic Fiqh Concepts in Shari’a Schools Directed by the Ministry of Awqaf and Religion Affairs in Palestine
Date
2001
Authors
Younis Mohammad Faris Tahaina
Journal Title
Journal ISSN
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Abstract
This study aimd at determining the seventh, eighth, and ninth grad students acquisition of Islamic Fiqh concepts in Sharia Schools directed by the ministry of Awqafand religion aflairs in Palestine.
The questions ofthe stttdy were as follows:
1.what degree do 9th,8th, and 7th graders acqutrc the concepts oflslmic Fiqh?
2.ls there any significant difference between students actual acquisition of concepts of islamic Fiqh and the educational accepted level?
The sample of the study consisted ofall 7th, 8th, 9th grade students in Sharaiyah schools (215) subjects distributed among three schools which represented the population of the study.
The researcher first analyzed the content of "Fiqh" syllabus of the mentioned above classes. Then, he developed achievement test consisting of tour patterns:
1. Multiple- choice pattern (Twenty Items): copied to twenty items.
2. Matching: pattern (ten Items).
3. Completion pattern (Twenty Items).
4. Essay— pattern (ten items).
As for the validity ofthe test, the researcher consulted fourtcenjuries in faculties of Shareea‘h and Education at An-Najah and Al-Quds Open Universities.
As for reliability the researcher used Cornbach Alpha formula which was found to be (0.99) and corrected objectively by choosing randomly live student papers from each class.
A paper was given to a jury in Sharia Collge Faculty at An-Najah University. By comparing thejury’s correction and the researcher‘s one.
Pearson correlation coeflicient was found to be (0.99) which is significantly different at (α= 0.05).
Results were analyzed using means, standard deviations and one sample t-test. The lindings of the study were as follows:
l. 7th graders actual acquisition of Islamic Fiqh concepts (74.54) was good and higher than the accepted educational level (70%).
2. 8th graders’ actual acquisition of islamic Fiqh concepts found to be (68.57%) which is moderate and less than the accepted educational level.
3. 9th graders’ actual acquisition of Islamic Fiqh concepts was good and higher than the accepted educational level. It was (73.34).
4. There were statistically significant differences at (α = 0.05) between 7th graders’ actual acquisition on one hand and both 8th and 9th graders actual acquisition on the other in favor of 7th graders.
5. No statistically significant differences at (α= 0.05) was found between the means of 8th and 9th graders achievement and the accepted educational level on the hand and the total scores on the other.
The researcher recommended that the content of Islamic Fiqh" and "Sharia" syllabus should be developed according to modern instructional to be disttmated theories. The researcher also recommended that further research studies should be conducted on other stages curricula.
This study aimd at determining the seventh, eighth, and ninth grad students acquisition of Islamic Fiqh concepts in Sharia Schools directed by the ministry of Awqafand religion aflairs in Palestine. The questions ofthe stttdy were as follows: 1.what degree do 9th,8th, and 7th graders acqutrc the concepts oflslmic Fiqh? 2.ls there any significant difference between students actual acquisition of concepts of islamic Fiqh and the educational accepted level? The sample of the study consisted ofall 7th, 8th, 9th grade students in Sharaiyah schools (215) subjects distributed among three schools which represented the population of the study. The researcher first analyzed the content of "Fiqh" syllabus of the mentioned above classes. Then, he developed achievement test consisting of tour patterns: 1. Multiple- choice pattern (Twenty Items): copied to twenty items. 2. Matching: pattern (ten Items). 3. Completion pattern (Twenty Items). 4. Essay— pattern (ten items). As for the validity ofthe test, the researcher consulted fourtcenjuries in faculties of Shareea‘h and Education at An-Najah and Al-Quds Open Universities. As for reliability the researcher used Cornbach Alpha formula which was found to be (0.99) and corrected objectively by choosing randomly live student papers from each class. A paper was given to a jury in Sharia Collge Faculty at An-Najah University. By comparing thejury’s correction and the researcher‘s one. Pearson correlation coeflicient was found to be (0.99) which is significantly different at (α= 0.05). Results were analyzed using means, standard deviations and one sample t-test. The lindings of the study were as follows: l. 7th graders actual acquisition of Islamic Fiqh concepts (74.54) was good and higher than the accepted educational level (70%). 2. 8th graders’ actual acquisition of islamic Fiqh concepts found to be (68.57%) which is moderate and less than the accepted educational level. 3. 9th graders’ actual acquisition of Islamic Fiqh concepts was good and higher than the accepted educational level. It was (73.34). 4. There were statistically significant differences at (α = 0.05) between 7th graders’ actual acquisition on one hand and both 8th and 9th graders actual acquisition on the other in favor of 7th graders. 5. No statistically significant differences at (α= 0.05) was found between the means of 8th and 9th graders achievement and the accepted educational level on the hand and the total scores on the other. The researcher recommended that the content of Islamic Fiqh" and "Sharia" syllabus should be developed according to modern instructional to be disttmated theories. The researcher also recommended that further research studies should be conducted on other stages curricula.
This study aimd at determining the seventh, eighth, and ninth grad students acquisition of Islamic Fiqh concepts in Sharia Schools directed by the ministry of Awqafand religion aflairs in Palestine. The questions ofthe stttdy were as follows: 1.what degree do 9th,8th, and 7th graders acqutrc the concepts oflslmic Fiqh? 2.ls there any significant difference between students actual acquisition of concepts of islamic Fiqh and the educational accepted level? The sample of the study consisted ofall 7th, 8th, 9th grade students in Sharaiyah schools (215) subjects distributed among three schools which represented the population of the study. The researcher first analyzed the content of "Fiqh" syllabus of the mentioned above classes. Then, he developed achievement test consisting of tour patterns: 1. Multiple- choice pattern (Twenty Items): copied to twenty items. 2. Matching: pattern (ten Items). 3. Completion pattern (Twenty Items). 4. Essay— pattern (ten items). As for the validity ofthe test, the researcher consulted fourtcenjuries in faculties of Shareea‘h and Education at An-Najah and Al-Quds Open Universities. As for reliability the researcher used Cornbach Alpha formula which was found to be (0.99) and corrected objectively by choosing randomly live student papers from each class. A paper was given to a jury in Sharia Collge Faculty at An-Najah University. By comparing thejury’s correction and the researcher‘s one. Pearson correlation coeflicient was found to be (0.99) which is significantly different at (α= 0.05). Results were analyzed using means, standard deviations and one sample t-test. The lindings of the study were as follows: l. 7th graders actual acquisition of Islamic Fiqh concepts (74.54) was good and higher than the accepted educational level (70%). 2. 8th graders’ actual acquisition of islamic Fiqh concepts found to be (68.57%) which is moderate and less than the accepted educational level. 3. 9th graders’ actual acquisition of Islamic Fiqh concepts was good and higher than the accepted educational level. It was (73.34). 4. There were statistically significant differences at (α = 0.05) between 7th graders’ actual acquisition on one hand and both 8th and 9th graders actual acquisition on the other in favor of 7th graders. 5. No statistically significant differences at (α= 0.05) was found between the means of 8th and 9th graders achievement and the accepted educational level on the hand and the total scores on the other. The researcher recommended that the content of Islamic Fiqh" and "Sharia" syllabus should be developed according to modern instructional to be disttmated theories. The researcher also recommended that further research studies should be conducted on other stages curricula.