This model is new to the education system in Bahrain and is being trialled to test its effectiveness and hopefully integrate it into the country’s current secondary teaching methods.The outcomes of this study revealed that teachers deliver knowledge through the use of conventional methods which in turn minimized the role of students in the learning process as passive receivers.
It presents a refined model of PBL that is workable for secondary IE in KB, and which might be transferable to similar contexts. The thesis provides a detailed explanation and critical analysis of PBL, and examines its relationship with constructivist learning theories specifically within the context of curriculum IE in KB. This data was used to generate statistical results. Quantitative data was collected via questionnaires distributed to students before and after the PBL intervention and through student self-evaluation forms. Qualitative data takes the form of classroom observations before and during the PBL intervention and interviews with students, teachers and curriculum specialists employed by the MoE. The intervention took place over a period of seven weeks.
The core of the research is the implementation of an IE module (Islam organises marital life), designed using PBL methods, into four IE classrooms in a girls’ school in KB. In view of the examining nature and the context specificity, the casestudy strategy of a secondary girls’ school in KB was adopted.
This study is pragmatic and it uses a mixed methods approach to enhance the validity and reliability of the findings. The research was motivated by recent recommendations (2011) by the Ministry of Education (MoE) in KB that secondary education should develop students’ independent and critical thinking skills, and by my own professional and academic interest in pedagogy. This thesis examines the impact of introducing roblem-Based Learning (PBL) into the Islamic Education (IE) curriculum at Year 11 level (students aged 17) in the Kingdom of Bahrain (KB). Available under License Creative Commons Attribution Non-commercial No Derivatives.
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