TEACHING BIOLOGY FROM AN ISLAMIC PERSPECTIVE AND STUDENTS' HOLISTIC DEVELOPMENT IN THE HIGHER SECONDARY SECTION OF ALJAMEA-TUS-SAIFIYAH UNIVERSITY, NAIROBI CAMPUS, KENYA
| dc.contributor.author | HUZEFA, JIVANJEE | |
| dc.date.accessioned | 2024-01-03T13:31:23Z | |
| dc.date.available | 2024-01-03T13:31:23Z | |
| dc.date.issued | 2022-09 | |
| dc.description | Master of Education in Curriculum and Instruction | |
| dc.description.abstract | This study investigated how teaching biology from an Islamic perspective can lead to students' holistic development in the higher secondary section of Aljamea-tus-Saifiyah, Nairobi, Kenya. The study was underpinned on the Reconstructionism Theory by Theodore Brameld. The study was guided by four research questions: How does teaching Biology from an Islamic perspective help in students' holistic growth in Aljamea-tus-Saifiyah Nairobi? How do teachers perceive the teaching of biology from an Islamic perspective in relation to students’ holistic development in Aljamea-tusSaifiyah Nairobi? What challenges are associated with teaching biology from an Islamic perspective in relation to students’ holistic development in Aljamea Nairobi? What measures can be put in place to curb the challenges associated with teaching biology from an Islamic perspective in relation to students’ holistic development in Aljamea Nairobi? Convergent parallel mixed methods approach was used to guide the study. A cross-sectional survey design was used to collect quantitative data, while qualitative data was collected through a phenomenological design. The target population comprised 110 teachers, 400 students of Aljamea and 25 administrators. 11 teachers, 40 students, and 3 administrators were sampled for this study. Data collection instruments were questionnaires and interview guides. Quantitative data analysis was done by running both descriptive and inferential statistics with the help of SPSS software version 23 and Ms excel to generate frequencies and percentages to summarise the data. Qualitative data were organised into themes and presented in direct quotes and narratives. The validity and reliability of quantitative instruments and the trustworthiness of qualitative instruments were ascertained. Ethical issues were observed throughout the study. Key findings indicated that teaching biology from an Islamic perspective was instrumental in students' holistic development; it guided that to strengthen their gratitude to the creator and acknowledge His presence, among others. Challenges faced included the heterogenous nature of biology and religion and unclear theories; Science view of nature contradicts the Islamic perspective. Mitigation measures included pedagogy and procedures that help cross-curricular subject understanding, interactive and illustrative classes, and growing demand for creative skills to teach such subjects. The study recommended that Teaching Biology from an Islamic Perspective be practised in other schools owned by the Dawoodi Bohra community. | |
| dc.identifier.uri | http://localhost:4000/handle/123456789/147 | |
| dc.language.iso | en_US | |
| dc.publisher | THE CATHOLIC UNIVERSITY OF EASTERN AFRICA | |
| dc.subject | TEACHING BIOLOGY FROM AN ISLAMIC PERSPECTIVE | |
| dc.subject | Curriculum and Instruction | |
| dc.subject | STUDENTS' HOLISTIC DEVELOPMENT IN THE HIGHER SECONDARY SECTION | |
| dc.title | TEACHING BIOLOGY FROM AN ISLAMIC PERSPECTIVE AND STUDENTS' HOLISTIC DEVELOPMENT IN THE HIGHER SECONDARY SECTION OF ALJAMEA-TUS-SAIFIYAH UNIVERSITY, NAIROBI CAMPUS, KENYA | |
| dc.type | Thesis |