Abstract:
The present study aimed at shedding light on effectiveness of holy text evidence quoting skill by secondary stage Islamic education teachers as perceived by their supervisors. To achieve this aim, the following steps were followed: • Shedding light on the nature of this skill, its importance, and its status in Islamic education. • Designing a questionnaire consisting of 45 items under six dimensions. After establishing its validity and reliability, it was administered to a sample comprising 79 male and female supervisors of Islamic education from different regions of Oman. The most important findings of the study were: • Nine items were highly important, ten items were of low importance and 26 items were moderately important. • The skill importance dimension was given the highest rank (87.2%); whereas, the instructional media and tasks dimension was given the lowest rank (63.2%). • There was a nonstatistically significant difference at the level (P<.05) between means of supervisors’ perceptions of teachers’ use of holy text evidence quoting that is attributable to gender, supervision experience, teaching experience and qualification. The most important recommendations made in the light of these findings were: • Holy text evidence quoting skill should be planned and activated in teaching. • It should be linked to the recitation skill of the holy Quran. • It should be included in the class visit form as well as in the teacher guide. • Teachers need to be trained on using this skill through teacher training workshops and microteaching.
