INFLUENCE OF DA’WAH ON SECONDARY SCHOOL ISLAMIC AND ARABIC STUDENTS’ MORAL DEVELOPMENT IN IDAH LOCAL GOVERNMENT AREA, KOGI STATE
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Date
2025-07
Journal Title
Journal ISSN
Volume Title
Publisher
KWASU INTERNATIONAL JOURNAL OF ARTS AND SCIENCE EDUCATION
Abstract
This study investigated the influence of Da’wah on secondary school Islamic studies students’ moral development in Idah Local Government Area, Kogi State. The study adopted descriptive survey design. The study sample was 160 Islamic studies students in Idah. Structural questionnaire was used to gather data and was analysed using mean and percentage Statistical tools. Finding revealed that Islamic lectures/talks and Qur'an recitation competitions were 100% available while Islamic knowledge quiz competitions, community outreach lectures, Islamic publications/newsletters and social media Da'wah were below 100% available. The result also revealed that Da’wah significantly influenced the secondary school Islamic and Arabic students’ behaviour with the mean value of 2.81. It was also found that Misinterpretation of Da’wah, difficulty understanding Qur’anic Arabic and local language, confusion between cultural Islam and religious practice and pressure to conform to peer groups rather than religious teachings were the challenges in Islamic and Arabic Secondary School with the mean value of 2.81. The last finding revealed that Da’wah presentation to cultural and linguistic background of students, incorporating multimedia resource, employing storytelling techniques that connect Islamic principles to contemporary life and ensuring presenters of proficient in the language instruction are the ways of mitigating the challenges of Da’wah Presentation in Islamic and Arabic Schools. This study therefore recommended that teachers should combine the traditional Islamic teachings with practical character development exercises. Teachers should use Quranic verses and Hadith as foundations for discussions about honesty, compassion, justice, and responsibility, then connect these principles to real-world scenarios students face daily. This approach helps students internalize moral values rather than simply memorizing religious texts