EFFECTS OF DUAL CURRICULA ON LEARNERS’ PERFORMANCE IN SECULAR SUBJECTS IN PRIVATE ISLAMIC PRIMARY SCHOOLS: A CASE STUDY OF NANSANA, WAKISO DISTRICT.

CHAPTER ONE

Introduction

1.0 Introduction

This chapter presents the background of the study, the problem statement, purpose, objectives of the study, research questions, study scope, justification of the study, significance, delimitationa and , as well as operational definition of key terms and concepts

1.1 Background of the Study

Islam was spread to the East African coast as early as 1000 AD, it penetrated into the interior of East Africa in 1840 led by first Arab Ahmed bin Ibrahim. The Arabs were received by Kabaka (King) Sauna in Uganda in 1844 and the Kabaka assured the Arabs of flourishing business in partnership with his kingdom. Though the Arabs focused on trade, they also spread Islam as a way to discourage the Kabaka from killing his subjects. The killings were customary as a way to appease the Buganda divinities. The Kabaka was therefore the first student of the Quran and his teacher Ahmed bin Ibrahim though he (the kabaka) did not profess Islam. The Quran education started at the palace and later on Sheiks homes and finally evolved into formal education. Quran schools purely taught Islamic Arabic education that emphasized the tenets of Islam. The first years, children were taught Arabic, memorize five prayers and read last chapter of Quran Juzuama. They were later on introduced to Islamic law (Sharia and ijma), they then studied Islamic history and civilization. When the student graduated from these advanced school, they went abroad to Muslim countries for further education. By 1962, there were few advanced schools about seven Quran schools, they therefore went to East African coast at Lamu, Zanzibar and Mombasa especially the students with funds and the will but the brilliant went to Egypt, Saudi or Pakistan for more Islamic theology and by the time of their return, they were Sheiks.

Education is universally acknowledged as a vital tool for individual empowerment, socio-economic development, and cultural transformation. Globally, various education systems have evolved in response to societal needs and religious traditions, leading to the emergence of dual curricula in some educational settings. A dual curriculum system typically integrates religious education with secular subjects such as mathematics, science, and language studies. While this model aims to offer holistic education, concerns have arisen over its effect on learners’ academic performance, especially in secular subjects. According to UNESCO (2022), achieving quality education for all as outlined in Sustainable Development Goal 4 requires that learners attain minimum proficiency in reading and mathematics. However, balancing time and resources between two curricula may hinder effective learning outcomes.

In many Muslim-majority and Muslim-minority countries, Islamic schools or madrasas have adopted dual curricula to ensure learners are both religiously grounded and academically competent. In countries like Pakistan, Indonesia, and Nigeria, efforts to integrate secular education into Islamic schools have met with mixed success. Research by Asadullah and Maliki (2018) in Indonesia revealed that students in Islamic schools with dual curricula performed significantly lower in mathematics and science compared to their peers in secular public schools, citing divided instructional time and lack of qualified teachers as key challenges.

At the continental level, Sub-Saharan Africa faces educational disparities and systemic challenges in curriculum delivery. The African Union’s Continental Education Strategy for Africa (CESA 2016–2025) emphasizes inclusive and equitable quality education, but many Islamic schools on the continent still grapple with under-resourced learning environments and limited teacher capacity. In countries such as Nigeria and Kenya, dual curriculum models are prevalent in Islamic schools, and studies suggest that learners often struggle to keep up with secular subjects due to the heavy emphasis on religious instruction (Umar & Lawal, 2020).

In Uganda, the Ministry of Education and Sports mandates the teaching of the national secular curriculum across all registered schools. However, private Islamic primary schools frequently supplement this with religious instruction based on Qur’anic and Hadith studies. According to the Uganda Bureau of Statistics (UBOS, 2021), Islamic schools constitute a growing portion of private primary education providers in urban and peri-urban areas, particularly in districts like Kampala and Wakiso. Although these schools contribute to increased access to education among Muslim communities, anecdotal evidence and performance trends suggest that the dual curriculum model may negatively impact learners’ achievement in national examinations such as the Primary Leaving Examinations (PLE). For instance, UNEB reports from 2019 to 2022 show consistently lower performance in science and mathematics among candidates from Islamic schools compared to their counterparts in mainstream private schools.

Specifically, in Nansana Municipality in Wakiso District, a densely populated urban area with a significant Muslim population, several private Islamic primary schools operate under the dual curriculum model. These schools aim to meet the spiritual and academic needs of the learners. However, local education stakeholders including parents, teachers, and inspectors have expressed concern about learners’ poor performance in secular subjects. Preliminary observations and school-level data suggest that learners face challenges in coping with the academic workload, time management, and transitioning between religious and secular content, which may compromise their mastery of core competencies assessed in the national curriculum.

This study, therefore, seeks to investigate the effects of dual curricula on learners’ performance in secular subjects in private Islamic primary schools, using Nansana Municipality in Wakiso District as a case study. Understanding these effects is critical for informing curriculum planning, instructional strategies, and policy decisions that promote balanced, inclusive, and quality education for all learners in Uganda.

1.2 Statement of the problem

Despite the increasing popularity of dual curricula in private Islamic primary schools in Uganda where both secular and Islamic religious studies are taught concurrently—there is growing concern that this educational model may compromise learners’ academic performance in secular subjects. While dual curricula aim to provide holistic education that nurtures both spiritual and intellectual growth, preliminary evidence from national examination results indicates that learners in such schools consistently underperform in core subjects like mathematics and science compared to their counterparts in mainstream private schools. For instance, UNEB examination reports from 2019 to 2022 show a noticeable gap in academic achievement among pupils from Islamic-based institutions, raising questions about the effectiveness of this integrated learning approach.

In Nansana Municipality, Wakiso District a region with a dense Muslim population and a high concentration of private Islamic schools stakeholders including parents, educators, and inspectors have voiced concerns about the increasing difficulty learners face in coping with dual academic demands. Learners often struggle with time management, transitioning between religious and secular instruction, and mastering national curriculum competencies. These challenges suggest a possible misalignment between the instructional delivery of the dual curriculum and the expected learning outcomes set by the Ministry of Education and Sports.

However, despite the observable trends and growing stakeholder concern, there is limited empirical research that systematically investigates how the implementation of dual curricula affects learners’ academic outcomes in secular subjects. Without concrete data and analysis, education planners, school administrators, and policymakers are left with little guidance on how to improve the educational experiences and performance of learners in Islamic schools. This study seeks to fill this gap by examining the specific effects of dual curricula on learners’ performance in secular subjects in private Islamic primary schools in Nansana Municipality, thereby contributing to evidence-based decision-making for curriculum reform and quality improvement in Uganda’s education system.

1.3 Purpose of the study

The purpose of the study is to examine the effects of dual curricula on learners’ performance in secular subjects in private islamic primary schools: a case study of nansana, wakiso district.

1.4 Objectives of the study;

1. To examine the extent to which dual curricula are implemented in private Islamic primary schools in Nansana, Wakiso District.
2. To identify the challenges faced by learners and teachers in balancing Islamic and secular subjects in the dual curricula.

• To suggest strategies for improving learners’ performance in secular subjects within the dual curricula framework in private Islamic primary schools.

1.5 Research questions

1. What is the extent to which dual curricula are implemented in private Islamic primary schools in Nansana, Wakiso District?
2. What are the challenges faced by learners and teachers in balancing Islamic and secular subjects in the dual curricula.

• What are the strategies for improving learners’ performance in secular subjects within the dual curricula framework in private Islamic primary schools?

1.6 Scope of the study

This section will include; content scope, geographical scope and time scope.

1.6.1 Content scope

The content of the study will include;  the extent to which dual curricula are implemented , the challenges faced by learners and teachers in balancing Islamic and secular subjects in the dual curricula and strategies for improving learners’ performance in secular subjects within the dual curricula framework in private Islamic primary schools.

1.6.2 Geographical scope

The study will be carried out in Nansana , wakiso district

1.6.3 Time Scope

The study will be carried out in a period of 6 months

1.7 Significance

Policy and Curriculum Development

This study is significant in informing educational policy and curriculum reforms, especially in the context of faith-based schools in Uganda. By systematically examining the effects of dual curricula on learners’ performance in secular subjects, the research will generate empirical evidence that can guide the Ministry of Education and Sports in making informed decisions about curriculum integration. Findings from this study may highlight areas of misalignment and provide a foundation for developing policies that better support balanced learning outcomes, thereby ensuring that both religious and secular educational goals are effectively met without compromising academic standards.

School Administration and Teaching Practices

The study will provide valuable insights for school administrators and teachers working within private Islamic primary schools. Understanding the specific challenges learners and teachers face in managing dual curricula will help schools design better instructional schedules, improve time allocation, and adopt teaching strategies that enhance learning efficiency in both Islamic and secular subjects. The results of the study could lead to the adoption of innovative practices, such as differentiated instruction or integrated lesson planning, which can help reduce the cognitive burden on learners and improve overall academic performance.

Parental and Community Awareness

This research is important for parents and the broader Muslim community in Nansana Municipality and other similar settings. By highlighting the realities and effects of dual curricula on learners’ academic achievements, the study will raise awareness among parents about the potential academic trade-offs involved and encourage their more active involvement in their children’s education. It will also empower communities to advocate for improved support systems, such as after-school tutoring or mentorship programs, which can help learners excel in both religious and secular education.

Contribution to Academic Literature

There is a notable gap in scholarly research on the educational implications of dual curricula in Uganda, particularly in Islamic primary schools. This study will contribute to filling that gap by generating context-specific knowledge and adding to the academic discourse on integrated learning models. It will provide a reference point for future studies and inspire further research into how religious education frameworks can coexist effectively with national academic curricula. The findings could also be useful for comparative studies in other countries facing similar educational challenges in religious-based schooling systems.

1.8 Delimitations of the study

This study is delimited to private Islamic primary schools located within Nansana Municipality, Wakiso District, Uganda. It specifically focuses on examining the effects of dual curricula comprising both secular subjects (as prescribed by the Uganda National Curriculum Development Centre) and Islamic religious studies on learners’ academic performance in secular subjects. The study does not extend to public or non-Islamic private schools, nor does it cover secondary or tertiary institutions.

Another delimitation is the scope of academic performance being assessed. The study centers only on performance in secular subjects such as Mathematics, English, Science, and Social Studies, and does not evaluate performance in religious subjects or overall learner development (e.g., spiritual, moral, or behavioral growth).

Furthermore, the research is confined to the perspectives of selected stakeholders, including school administrators, teachers, learners, and parents within the chosen schools. It does not incorporate national-level policymakers or Islamic religious leaders outside the school context, although their roles may influence curriculum decisions indirectly.

Finally, the study is limited to the current academic year and does not track longitudinal outcomes or changes in learner performance over multiple years. This temporal scope restricts the study’s ability to capture long-term trends or the cumulative impact of dual curricula across a learner’s entire primary education cycle.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This section presents the discussion in line with the writing of other scholars in line with study objectives.

2.1 The extent to which dual curricula are implemented in private Islamic primary schools

The implementation of dual curricula in private Islamic primary schools has become an increasingly prominent educational approach, particularly in Muslim-majority communities and among minority Muslim populations seeking to preserve religious identity while pursuing formal education. A dual curriculum typically combines conventional secular education with Islamic religious studies, including Qur’an memorization, Arabic language, and Islamic jurisprudence (Usman, 2018). The rationale behind such integration is to provide learners with holistic development spiritually, morally, and intellectually while also meeting national educational standards (Ali, 2020).

Globally, countries such as Indonesia, Malaysia, and Nigeria have adopted various forms of dual curricula in Islamic educational institutions. In Indonesia, the pesantren and madrasah systems incorporate national curriculum subjects alongside Islamic teachings, though the balance of the two varies significantly (Zuhdi, 2014). In Nigeria, Qur’anic schools have increasingly been encouraged to integrate English, mathematics, and science into their programs to align with national education frameworks and enhance learner competitiveness (Abubakar & Yusuf, 2021). However, the extent of implementation is often constrained by inadequate resources, untrained teachers, and limited infrastructure.

Within the African context, dual curricula are evident in countries with sizeable Muslim populations. For example, in Kenya and Tanzania, Islamic schools often face challenges in synchronizing secular and religious subjects due to time constraints and teacher shortages (Omari, 2017). Similar patterns have been reported in Uganda, where private Islamic schools must adhere to the Uganda National Examinations Board (UNEB) curriculum while also offering sufficient Islamic content to meet community expectations. According to Kasozi (2016), while some schools succeed in balancing both components, others tend to prioritize religious instruction, especially in lower primary levels, sometimes at the expense of performance in secular subjects.

In Uganda’s Wakiso District, particularly in areas like Nansana where the Muslim population is significant, the extent of dual curriculum implementation varies from school to school. Some private Islamic primary schools have integrated the two curricula effectively, scheduling religious subjects either in the morning or evening, while secular subjects dominate the regular school day (Ssentongo, 2022). Nevertheless, disparities exist due to differences in school management structures, teacher qualifications, availability of instructional materials, and parental involvement. Research by Mugisha and Tumusiime (2021) noted that in some cases, religious subjects are treated as supplementary, lacking formal assessment and structured progression, which undermines the holistic vision of the dual curriculum, while the dual curriculum model is widely recognized and valued in Islamic primary education, its implementation is inconsistent and influenced by various structural, administrative, and socio-cultural factors. Successful integration requires not only curricular design but also adequate teacher training, government support, and community engagement to ensure learners receive balanced education that prepares them for both worldly and spiritual success.

2.2 Challenges faced by learners and teachers in balancing Islamic and secular subjects in the dual curricula.

The implementation of dual curricula in private Islamic schools, which involves the simultaneous teaching of Islamic religious education and secular subjects, presents a range of challenges for both learners and teachers. One of the key challenges is the heavy workload placed on students, as they are required to cover extensive content from both curricula within limited instructional hours. According to Hussein (2020), learners in dual curriculum settings often experience academic fatigue due to the long school hours and pressure to perform well in both religious and secular subjects. This imbalance can result in decreased academic performance, particularly in secular subjects, as more emphasis is often placed on religious studies by school administrators and parents (Abdalla, 2019).

Teachers also face significant hurdles, including time constraints and lack of adequate training in managing dual curricula. Many educators in Islamic schools are specialists in either religious or secular education, but not both, which limits their ability to provide integrated teaching approaches (Ahmed & Omar, 2021). This division creates a gap in instructional continuity and can cause confusion among students. Moreover, inadequate resources such as teaching materials, infrastructure, and professional development opportunities further exacerbate the problem. For example, a study conducted in Kenya revealed that 67% of Islamic school teachers reported difficulties in managing class time effectively due to curriculum overload (Mwangi & Abdullah, 2022).

Language barriers also pose a challenge, as religious subjects are often taught in Arabic while secular subjects are delivered in the national or English language. This dual-language instruction may hinder learners’ comprehension, especially among those from non-Arabic-speaking backgrounds (Yusuf, 2018). Additionally, the divergence in pedagogical approaches between religious and secular instruction can lead to inconsistent learning experiences. According to UNESCO (2020), educational settings that do not harmonize different pedagogies risk fragmenting learners’ understanding and cognitive development.

Furthermore, there is often societal and parental pressure prioritizing religious education over secular knowledge in Islamic schools, particularly in conservative communities. This perception leads to an imbalance in learners’ academic focus and sometimes results in neglect of secular subjects, thereby affecting overall educational outcomes (Khamis, 2017). The situation is compounded by the lack of clear policy guidelines from educational authorities in many countries on how to effectively integrate and balance dual curricula. while dual curricula aim to produce well-rounded individuals grounded in both religious and worldly knowledge, learners and teachers face multifaceted challenges including time constraints, insufficient resources, pedagogical gaps, and societal expectations. Addressing these challenges requires strategic policy formulation, investment in teacher training, and development of contextually relevant curricula that harmonize religious and secular learning (Ali, 2020).

2.3 Strategies for improving learners’ performance in secular subjects within the dual curricula framework in private Islamic primary schools.

Improving learners’ performance in secular subjects within the dual curricula framework in private Islamic primary schools requires the adoption of effective and context-sensitive strategies that balance religious and academic excellence. One of the key strategies is the integration of time management techniques to ensure optimal coverage of both Islamic and secular subjects. According to Al-Saleh (2019), the lack of a structured timetable that allocates adequate time to secular subjects often leads to poor academic performance. Schools that implement balanced timetables report better student outcomes in core subjects such as Mathematics and Science. Moreover, teacher professional development is essential. In a study conducted in Kenya, Ali et al. (2020) found that continuous teacher training programs tailored to dual curricula environments significantly improved teaching effectiveness and student achievement in secular subjects.

Another important strategy is the employment of qualified and specialized teachers for secular subjects. Research by Mwangi and Chege (2021) emphasized that in many Islamic private schools, secular subjects are often taught by underqualified teachers, leading to poor delivery and learner disengagement. Hiring teachers with a strong background in their respective subjects, along with providing incentives for retention, enhances subject comprehension and learner performance. Additionally, parental involvement plays a critical role in academic success. According to UNESCO (2021), students whose parents are actively involved in their education tend to perform better. In Islamic schools, sensitizing parents to value both religious and secular education can lead to increased support at home for subjects such as English and Social Studies.

Curriculum harmonization and contextualization is also a recommended strategy. A study by Suleiman and Musa (2022) revealed that learners struggle when content from secular curricula conflicts in structure or pacing with Islamic studies. Aligning the two curricula to minimize redundancy and cognitive overload can help students process and retain information more efficiently. Furthermore, the adoption of learner-centered teaching methods such as group discussions, project-based learning, and use of instructional aids have been found to enhance learner engagement and academic outcomes (Nabukeera & Musisi, 2020). When secular subjects are delivered using interactive approaches, learners show higher motivation and better performance.

Lastly, regular assessment and feedback mechanisms tailored for dual curricula systems are vital. Schools that implement formative assessments and provide individualized feedback have reported significant improvements in learner performance across secular subjects (Kabanda, 2021). These strategies, when effectively implemented within the unique context of private Islamic primary schools, can bridge the performance gap and foster holistic learner development, encompassing both religious and academic excellence.