1.1 Introduction
Islamic education is defined as a system of learning that is rooted in the teachings of the Qur'an and Hadith, aimed at developing not only intellectual abilities but also moral, spiritual, and social values in individuals. It is a holistic form of education that seeks to guide learners toward righteous living by instilling virtues such as honesty, discipline, respect, and responsibility (Abdullahi, 2018). At the primary school level, Islamic education is considered an essential component of value orientation, as it introduces young learners to foundational ethical principles that is expected to shape their behaviour both within and outside the school environment.
Behaviour, on the other hand, refers to the observable actions, attitudes, and responses of individuals in relation to their environment. In the context of primary school pupils, behaviour encompasses aspects such as obedience to rules, respect for authority, interaction with peers, and adherence to societal norms (Ajayi, 2019). As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
The historical development of Islamic education is closely tied to the spread of Islam across different regions of the world, including West Africa and Nigeria. Islamic education originated as a system of transmitting religious knowledge based on the Qur'an, Hadith, and other Islamic sources, with the primary aim of developing individuals who possess sound moral character and spiritual awareness. In early Islamic societies, education was centered around the mosque, where scholars taught children and adults the principles of faith, ethics, and proper conduct. According to Abdullahi (2018), Islamic education evolved as both a religious and moral training system, and he stated that its early structure emphasized discipline, obedience, and respect for authority.
In Nigeria, the history of Islamic education dates back to the trans-Saharan trade era, when Islam was introduced to the northern regions and gradually spread to other parts of the country, including the southwestern region. The Yoruba people, among whom Epe Local Government Area belongs, embraced Islam through trade, migration, and interaction with Muslim scholars. According to Abdullahi (2018), Islamic education is a comprehensive system of knowledge that integrates spiritual, moral, and intellectual development, and he asserted that its primary objective is to produce individuals who exhibit good character and righteous behaviour in all aspects of life. This perspective highlights the importance of introducing Islamic education at the primary school level, where foundational values and attitudes is formed. At this stage, pupils is highly receptive to moral guidance, making it an ideal period for inculcating virtues such as honesty, respect, patience, and obedience.
The Nigerian educational system recognizes the importance of religious education in moral development, which is why Islamic studies is included in the curriculum of many primary schools, especially in predominantly Muslim communities. According to Ajayi (2019), moral instruction in schools is a vital tool for shaping pupils' behaviour, and he reported that early exposure to value-based education significantly influences children's attitudes and actions (Ajayi, 2019). However, despite the integration of Islamic education into the school curriculum, concerns about the behavioural conduct of primary school pupils continue to emerge. Issues such as disobedience, lack of respect for authority, dishonesty, and peer-related conflicts is increasingly observed among pupils. According to Ogunyemi (2020), socio-cultural changes and environmental influences are affecting children's behaviour in contemporary society, and he stated that the presence of formal education alone is not sufficient to guarantee positive behavioural outcomes.
According to Sulaiman (2021), teaching methods in Islamic studies play a crucial role in determining students' understanding and application of moral principles, and he affirmed that learner-centered and interactive approaches are more effective in promoting behavioural change than traditional rote learning methods. In many primary schools, however, Islamic education is often taught using conventional methods that emphasize memorization rather than practical application. This study is set against the backdrop of growing concerns about the behavioural development of primary school pupils and the increasing need to understand how Islamic education influences moral conduct, discipline, and social interaction among children.
1.3 Statement of Problems
Investigation revealed that the issue of pupils' behaviour in primary schools has continued to attract concern among educators, parents, and policymakers, particularly in rapidly growing and culturally diverse areas such as Epe Local Government Area of Lagos State. Behavioural outcomes such as discipline, respect for authority, honesty, and social responsibility are widely regarded as essential components of a child's holistic development. Islamic education, as a value-oriented system of learning, is traditionally designed to instill moral discipline, spiritual consciousness, and ethical conduct in young learners. It is often assumed that exposure to Islamic teachings positively shapes pupils' behaviour by guiding their daily interactions and decision-making processes.
Furthermore, the methods used in teaching Islamic education is often more theoretical than practical, with limited emphasis on real-life application of moral principles. The absence of interactive and participatory teaching strategies is also limiting pupils' engagement and understanding of moral concepts, thereby affecting the overall effectiveness of the subject. It is against this backdrop that this study seeks to examine the impact of Islamic education on the behaviour of primary school pupils in Epe Local Government Area of Lagos State.
1.4 Aim and Objectives of Study
The aim of this study is to assess the impact of Islamic education on the behaviour of primary school pupils in Epe Local Government Area of Lagos State.
The specific objectives of the study are:
- To examine the extent to which Islamic education influences pupils' behaviour in primary schools in Epe Local Government Area.
- To identify the teaching methods used in delivering Islamic education and how they affect pupils' behavioural outcomes.
- To determine the role of teachers' qualifications in influencing the effectiveness of Islamic education.
- To assess the influence of home environment on pupils' behavioural development in relation to Islamic teachings.
- To examine the impact of external societal factors on the behavioural outcomes of pupils receiving Islamic education.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- To what extent is Islamic education influencing the behaviour of primary school pupils in Epe Local Government Area?
- What teaching methods is used in delivering Islamic education in primary schools in the study area?
- How is teachers' qualifications affecting the effectiveness of Islamic education on pupils' behaviour?
- What role is the home environment playing in shaping pupils' behaviour in relation to Islamic teachings?
- How is external societal influence affecting the behavioural outcomes of pupils receiving Islamic education?
1.6 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between Islamic education and pupils' behaviour in primary schools in Epe Local Government Area.
- H1: There is a significant relationship between Islamic education and pupils' behaviour in primary schools in Epe Local Government Area.
Hypothesis Two
- H0: There is no significant effect of teaching methods on pupils' behavioural outcomes in Islamic education.
- H1: There is a significant effect of teaching methods on pupils' behavioural outcomes in Islamic education.
Hypothesis Three
- H0: There is no significant relationship between teachers' qualifications and the effectiveness of Islamic education.
- H1: There is a significant relationship between teachers' qualifications and the effectiveness of Islamic education.
Hypothesis Four
- H0: There is no significant influence of home environment on pupils' behaviour in relation to Islamic education.
- H1: There is a significant influence of home environment on pupils' behaviour in relation to Islamic education.
Hypothesis Five
- H0: There is no significant effect of external societal factors on pupils' behavioural outcomes.
- H1: There is a significant effect of external societal factors on pupils' behavioural outcomes.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will provide factual data on the role of Islamic education in influencing pupils' behaviour in Epe Local Government Area. Also, teachers will benefit from the findings as it will provide practical information on effective teaching methods that improve pupils' behaviour.
Furthermore, the study will supply measurable evidence on teaching effectiveness, teacher qualification gaps, and behavioural outcomes observed in primary schools. In addition, school administrators will use the results to evaluate and improve the implementation of Islamic education programs.
Lastly, the study will present verified information that will support curriculum review and policy formulation in Lagos State primary education.
1.8 Scope and Limitations of the Study
The study covers primary schools in Epe Local Government Area of Lagos State under the oversight of the Lagos State Ministry of Education. It focuses on the impact of Islamic education on pupils' behaviour, teaching methods, teacher qualifications, and environmental influences.
However, the study is limited by access to some schools, availability of respondents, and variations in school structures.
1.9 Definition of Terms
Islamic Education:
Islamic Education refers to a system of learning based on the teachings of the Qur'an and Hadith aimed at developing moral, spiritual, and intellectual values in learners (Abdullahi, 2018).
Behaviour:
Behaviour refers to the observable actions, attitudes, and responses of pupils in relation to their environment, including discipline, respect, and social interaction (Ajayi, 2019).
Primary School Pupils:
Primary School Pupils refers to children enrolled in basic education, typically between the ages of 6 and 12 years, who is undergoing foundational learning.
Moral Development:
Moral Development refers to the process through which pupils acquire values, ethics, and standards that guide their behaviour in society (Alavi, 2016).
Teaching Methods:
Teaching Methods refers to the strategies and approaches used by teachers in delivering Islamic education to pupils (Sulaiman, 2021).
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