Taqwim Turuq Talim al-Quran al-Karim fi Marahil al-Talim al-Amm wa al-Talim al-Jamii
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- Taqwim Turuq Talim al-Quran al-Karim fi Marahil al-Talim al-Amm wa al-Talim al-Jamii
Taqwim Turuq Talim al-Quran al-Karim fi Marahil al-Talim al-Amm wa al-Talim al-Jamii (Evaluating Methods of Teaching the Noble Qur'an in the Stages of General and University Education) is an empirical pedagogical study by Mahmoud bin Ibrahim al-Khatib evaluating the prevailing methods and instructional practices of teaching the Quran across primary, secondary, and tertiary education levels .
Background and Purpose
The study was prepared for the Seminar on the Care of the Kingdom of Saudi Arabia for the Holy Qur'an and Its Sciences, organized by the Ministry of Islamic Affairs, Endowments, Da'wah, and Guidance through the King Fahd Complex for the Printing of the Holy Quran in Medina . At the time of writing, the author served as an assistant professor in the Department of Islamic Studies at the Teachers College in al-Qunfudhah and head of the Center for Educational Research and Studies .
The work addresses the persistence of inherited, unpedagogical classroom practices in Quranic instruction and the lack of formal educational training or technological integration among many teachers, particularly those holding secondary teacher institute diplomas or intermediate college credentials . Its stated objective was to determine the prevailing methods of teaching the Quran in general and university education, identify their strengths and shortcomings, and examine variations across instructional stages .
Scope and Methodology
The research examined four educational levels :
- Lower primary grades (first, second, and third).
- Upper primary grades (fourth, fifth, and sixth).
- Intermediate and secondary stages.
- University education, defined as post-secondary four-year academic and training programs.
General education in the study excluded dedicated Quran memorization schools and schools run by the General Presidency for Girls' Education .
To collect data, the author constructed a specialized questionnaire based on literature in general education and Islamic studies pedagogy . Content validity was evaluated through review by specialists in education, teaching methods, measurement, educational supervision, and school administration . Instrument reliability was established using a test–retest procedure among Quran instructors across the surveyed stages, resulting in a Spearman rank correlation coefficient of 0.86 .
Findings and Recommendations
The field assessment yielded several primary findings regarding instructional practices:
- Teachers across all stages recited verses using varied methods, though some—especially in upper primary grades—neglected pausing at verse endings .
- Adherence to tajwid rules was enforced across all stages, and instructors universally viewed student chanting (tartil) as beneficial for comprehension and deduction .
- Teachers connected Quranic meanings to daily life with illustrative examples and committed to finishing the assigned curricula; however, while primary teachers prioritized reading proficiency over mere syllabus completion, intermediate, secondary, and university instructors did not .
- General education teachers did not rely solely on rote dictation (talqin), whereas university instructors relied exclusively upon it .
- General education instructors generally neglected assigning advance lesson preparation to students, and upper primary and intermediate teachers showed little inclination toward holding recitation competitions .
Based on these results, the author recommended that Islamic education supervisors actively monitor classroom procedures, organize model lessons integrating modern educational technology, and ensure that teachers prepare lessons thoroughly—incorporating engaging introductions, silent, choral, group, and individual reading modes, pedagogical error-correction techniques, and instructional aids .
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