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IMPACTS OF LEARNING INTEREST AND PARENTAL SUPPORT ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS OF ISLAMIC STUDIES IN LAGOS Isiaq Oluwatosin Yahya; Shogbesan Yusuf Olayinka; Zakariyah Mikail Poopo
JURNAL EDUSCIENCE Vol 11, No 1 (2024): Jurnal Eduscience (JES), (Authors from Nigeria, India, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v11i1.5521

This study investigates the impacts of learning Interest and parental support on academic performance of secondary school students in Islamic Religious Studies in Lagos State. The study descriptive survey with the population consisting of all 68 public senior secondary schools in Lagos state Education District V and 31,703 Islamic Religious Studies Students. A Sample of 400 SS II Islamic religious studies students were selected using Krejcie and Morgan Sampling Template in 10 randomly selected schools for this study. Descriptive analysis was used to answer the research questions and lineal Regression was used to test hypotheses. The study found that the level of learning interest, parental support and academic performance were all high among senior secondary schools Islamic Studies Students in Lagos State. Also, the learning interest and parental support does not have significant influence on the Academic Performance of senior secondary schools Islamic Studies Students in Lagos State. Based on these findings, it was recommended among others that students should show high level of learning interest and commitment in the study of Islamic studies; Parents and guardians should show high level of parental support to their children, in order to reinforce learning and enhance their academic performance.

Integrated Islamic-Western Education as Predictor of Muslim Youths’ Moral and Academic Development Adam Olasunkanmi Kewulere; Isiaq Oluwatosin Yahya; Basit Alabi Saliu
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 2 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v8i2.7154

This study explores the impact of integrated Islamic and Western education on youth development outcomes, specifically moral and academic growth, among Muslim youths in Lagos, Nigeria. Employing a cross-sectional design, data were collected from 84 Muslim youths in the Ajegunle-Apapa community through convenience sampling. The "Integrated Education Impact Questionnaire" (α = 0.89) assessed participants' perceptions and developmental outcomes. Although respondents expressed strong approval of integrated education (M = 4.2/5), linear regression analyses revealed no statistically significant predictive effects on either moral (R² = 0.075, p = .210) or academic (R² = 0.054, p = .185) development. The combined model accounted for only 1% of the variance (R² = 0.010), suggesting limited explanatory power. These findings highlight a critical gap between the perceived benefits of educational integration and its measurable impact on youth development. To enhance effectiveness, the study recommends curriculum reform focused on practical relevance and the adoption of longitudinal designs in future research to evaluate long-term developmental outcomes.

Integrated Islamic-Western Education as Predictor of Muslim Youths’ Moral and Academic Development Adam Olasunkanmi Kewulere; Isiaq Oluwatosin Yahya; Basit Alabi Saliu
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 2 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v8i2.7154

This study explores the impact of integrated Islamic and Western education on youth development outcomes, specifically moral and academic growth, among Muslim youths in Lagos, Nigeria. Employing a cross-sectional design, data were collected from 84 Muslim youths in the Ajegunle-Apapa community through convenience sampling. The "Integrated Education Impact Questionnaire" (α = 0.89) assessed participants' perceptions and developmental outcomes. Although respondents expressed strong approval of integrated education (M = 4.2/5), linear regression analyses revealed no statistically significant predictive effects on either moral (R² = 0.075, p = .210) or academic (R² = 0.054, p = .185) development. The combined model accounted for only 1% of the variance (R² = 0.010), suggesting limited explanatory power. These findings highlight a critical gap between the perceived benefits of educational integration and its measurable impact on youth development. To enhance effectiveness, the study recommends curriculum reform focused on practical relevance and the adoption of longitudinal designs in future research to evaluate long-term developmental outcomes.

Integrated Islamic-Western Education as Predictor of Muslim Youths’ Moral and Academic Development Adam Olasunkanmi Kewulere; Isiaq Oluwatosin Yahya; Basit Alabi Saliu
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 2 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v8i2.7154

This study explores the impact of integrated Islamic and Western education on youth development outcomes, specifically moral and academic growth, among Muslim youths in Lagos, Nigeria. Employing a cross-sectional design, data were collected from 84 Muslim youths in the Ajegunle-Apapa community through convenience sampling. The "Integrated Education Impact Questionnaire" (α = 0.89) assessed participants' perceptions and developmental outcomes. Although respondents expressed strong approval of integrated education (M = 4.2/5), linear regression analyses revealed no statistically significant predictive effects on either moral (R² = 0.075, p = .210) or academic (R² = 0.054, p = .185) development. The combined model accounted for only 1% of the variance (R² = 0.010), suggesting limited explanatory power. These findings highlight a critical gap between the perceived benefits of educational integration and its measurable impact on youth development. To enhance effectiveness, the study recommends curriculum reform focused on practical relevance and the adoption of longitudinal designs in future research to evaluate long-term developmental outcomes.

Integrated Islamic-Western Education as Predictor of Muslim Youths’ Moral and Academic Development Adam Olasunkanmi Kewulere; Isiaq Oluwatosin Yahya; Basit Alabi Saliu
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 2 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v8i2.7154

This study explores the impact of integrated Islamic and Western education on youth development outcomes, specifically moral and academic growth, among Muslim youths in Lagos, Nigeria. Employing a cross-sectional design, data were collected from 84 Muslim youths in the Ajegunle-Apapa community through convenience sampling. The "Integrated Education Impact Questionnaire" (α = 0.89) assessed participants' perceptions and developmental outcomes. Although respondents expressed strong approval of integrated education (M = 4.2/5), linear regression analyses revealed no statistically significant predictive effects on either moral (R² = 0.075, p = .210) or academic (R² = 0.054, p = .185) development. The combined model accounted for only 1% of the variance (R² = 0.010), suggesting limited explanatory power. These findings highlight a critical gap between the perceived benefits of educational integration and its measurable impact on youth development. To enhance effectiveness, the study recommends curriculum reform focused on practical relevance and the adoption of longitudinal designs in future research to evaluate long-term developmental outcomes.

Religious Education, Peacebuilding, and Democratic Citizenship in Nigeria: A Curriculum and Pedagogical Analysis Isiaq Oluwatosin Yahya; Sanni Mufutau Olayiwola; Asade Wahab Adeshola; Kewulere Adam Olasunkanmi; Yusuf Lawal Ayantunde
IQRO: Journal of Islamic Education Vol. 9 No. 1 (2026): APRIL 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i1.9847

Nigeria’s multi-religious and pluralistic society continues to experience persistent tensions and conflicts, highlighting the urgent need for educational strategies that promote democratic citizenship and sustainable peace. This study presents a conceptual and curriculum-based analysis of the role of Religious Education (RE) in advancing peacebuilding and democratic engagement in Nigeria. Drawing on existing literature and policy frameworks, the paper critiques the predominantly confessional and doctrinal orientation of current RE curricula, particularly Christian Religious Studies (CRS) and Islamic Religious Studies (IRS), which often marginalise interreligious literacy, critical civic competencies, and peace-oriented content. The analysis identifies key gaps in curriculum design, pedagogical practices, and systemic implementation, including inadequate teacher training, weak integration of peace education, and the challenges associated with merging religious and civic education into composite subjects such as “Religion and National Values.” The paper argues for comprehensive curriculum reform that incorporates pluralistic perspectives, embeds peace education across disciplines, and strengthens the nexus between religious ethics, human rights, and democratic citizenship. It further emphasises the adoption of dialogic and participatory pedagogies, alongside strengthened school–community partnerships, to enhance contextual relevance and social cohesion. The study concludes that a reconceptualised and inclusive Religious Education framework can serve as a strategic tool for nurturing ethically grounded and socially responsible citizens capable of contributing to Nigeria’s democratic consolidation and long-term peace.

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