TEACHERS’ INSTRUCTIONAL APPROACHES AND THEIR EFFECTIVENESS IN DELIVERING THE ISLAMIC EDUCATION CURRICULUM IN JORDAN

Abstract

This study explores the instructional approaches employed by teachers in Islamic Education in Jordan and their impact on student engagement and academic performance. The research focuses on identifying the factors influencing teachers' selection of instructional strategies and evaluating the effectiveness of these strategies. A descriptive survey research design was used to collect data from 30 Islamic Education teachers and 218 senior secondary students across three governorates: Amman, Irbid, and Zarqa. The sample was selected using a multistage sampling technique, ensuring a balanced representation of gender and geographical regions.Data were collected using a structured questionnaire titled "Teachers’ Instructional Approaches and Effectiveness in Islamic Education Questionnaire (TIAE-IEQ)," which included three sections: demographic information, instructional strategies, and perceived effectiveness. The reliability of the instrument was confirmed with a Cronbach’s alpha coefficient of 0.87. Descriptive statistics, Multiple Regression Analysis, and Independent Samples t-tests were used to analyze the data and test the study hypotheses.The findings indicate that lecture-based teaching remains the dominant instructional approach, with significant relationships found between interactive methods (e.g., group discussions, multimedia use) and student academic performance. Furthermore, factors such as teacher’s pedagogical training, availability of teaching resources, and curriculum requirements were found to significantly influence the choice of instructional strategies.This study concludes that while traditional methods continue to dominate, a shift toward interactive, student-centered approaches could improve student engagement and academic outcomes in Islamic Education.