Rephrased Introduction (Chapter One Overview)
This chapter outlines the study’s background, problem statement, purpose, objectives, research questions, scope, justification, significance, and key operational definitions.
Rephrased Background of the Study
Islam reached the East African coast around 1000 AD and later spread inland by 1840 through Arab traders led by Ahmed bin Ibrahim. In Uganda, they were welcomed by Kabaka Suna in 1844, who supported trade relations and was introduced to Quranic teachings. Islamic education initially began informally at the palace, later expanding into homes of Sheikhs and eventually developing into structured Quranic schools. Early instruction focused on Arabic, memorization of prayers, and Quran recitation, followed by advanced studies in Islamic law, history, and civilization. Graduates often pursued further studies abroad in countries such as Egypt, Saudi Arabia, and Pakistan.
Education is widely recognized as essential for personal and societal development. Over time, different education systems have emerged, including dual curricula that combine religious and secular subjects. While this model aims to provide holistic education, concerns exist about its effect on academic performance in secular subjects due to divided time and resources.
Globally, countries such as Indonesia, Pakistan, and Nigeria have adopted dual curricula in Islamic schools, with mixed outcomes. Studies indicate that students in such systems sometimes perform poorly in subjects like mathematics and science due to limited instructional time and insufficient teacher capacity.
In Sub-Saharan Africa, similar challenges persist, with many Islamic schools facing resource constraints and difficulties balancing curricula. In Uganda, private Islamic primary schools follow the national curriculum while also teaching Islamic studies. Although these schools improve access to education, evidence suggests learners often perform below average in national exams, especially in science and mathematics.
In Nansana Municipality, Wakiso District, where many Islamic schools operate, stakeholders have raised concerns about learners’ ability to manage both curricula effectively. Challenges such as heavy workload and difficulty transitioning between subjects may negatively affect academic performance.
Rephrased Problem Statement
Despite the growing adoption of dual curricula in private Islamic primary schools in Uganda, concerns persist that this system may negatively affect learners’ performance in secular subjects. Although the approach is intended to provide balanced spiritual and academic development, national examination reports indicate that learners in these schools often perform worse in subjects like mathematics and science compared to those in mainstream schools.
In Nansana Municipality, stakeholders—including parents, teachers, and education officials—have observed that learners struggle to balance the demands of both curricula. Issues such as time constraints, difficulty switching between subjects, and challenges in mastering the national curriculum have been reported.
However, there is limited empirical research examining how dual curricula specifically influence academic performance in secular subjects. This lack of evidence makes it difficult for policymakers and educators to implement effective improvements. Therefore, this study aims to investigate the effects of dual curricula on learners’ performance in secular subjects in private Islamic primary schools in Nansana.
Rephrased Purpose of the Study
The study aims to examine how dual curricula affect learners’ performance in secular subjects in private Islamic primary schools in Nansana, Wakiso District.
Rephrased Objectives
- To assess how dual curricula are implemented in private Islamic primary schools in Nansana.
- To identify challenges faced by learners and teachers in balancing religious and secular subjects.
- To propose strategies for improving learners’ performance in secular subjects within the dual curriculum system.
Rephrased Research Questions
- To what extent are dual curricula implemented in private Islamic primary schools in Nansana?
- What challenges do learners and teachers face in balancing Islamic and secular subjects?
- What strategies can improve learners’ performance in secular subjects within this system?
Rephrased Scope of the Study
- Content Scope: Focuses on curriculum implementation, challenges faced, and strategies for improving academic performance.
- Geographical Scope: Limited to Nansana Municipality, Wakiso District.
- Time Scope: The study will be conducted over a period of six months.
Rephrased Significance of the Study (Shortened)
- Policy Development: Provides evidence to guide curriculum reforms and improve balance between religious and secular education.
- School Improvement: Helps educators adopt better teaching strategies and time management practices.
- Community Awareness: Informs parents and communities about the academic implications of dual curricula.
- Academic Contribution: Adds to existing research on dual curriculum systems, particularly in Uganda.
Rephrased Delimitations
The study focuses only on private Islamic primary schools in Nansana and examines performance in secular subjects such as Mathematics, English, Science, and Social Studies. It excludes public schools, secondary institutions, and religious subject performance. The research also considers selected stakeholders and is limited to a single academic year.
