Factors affecting the institutionalization of adult education circles for Muslims in the local masaajid: The case of the Western North Region of Ghana

Abstract

The function of the Masjid as a learning centre in the Muslim society dates back to the early days of Islam. The Masjid remains relevant throughout history to this day. Many adult Muslims have benefited and continue to benefit from classes or halaqaat held in the Masaajid. However, not every Masjid has a well-established learning circle for adult Muslims. This study was designed to assess the factors affecting the institutionalization of adult learning circles in various Masaajid in the Western North Region of Ghana. A sample of 451 adult Muslims was recruited into the study using a structured questionnaire. The sample was drawn using a two-stage random sampling approach. The first stage of the sampling process was a random sample of 36 (50%) of the major Masaajid in the study area. This number was then distributed proportionately across the various districts for data collection. The second stage of the sampling process was a purposive recruitment of adult Muslims who visited the selected Masaajid for their daily prayers into the study on the day of data collection. The questionnaire captured data on the basic educational resources available for teaching adult Muslims in the Masjid, the Masjid committee activities that facilitate adult teaching and learning, the level of preparedness of Muslims to learn in the Masjid and the factors that motivate adult learning in the Masjid. The sample consisted of 58.1% male participants. The majority of participants were under 40 years; however, the mean age was 41.05 ± 13.02 years. Nearly three-quarters (74.5%) of the participants were married and only 10.1% had reached the tertiary level of education. Also, about 79.4% indicated that they were aware that seeking basic knowledge of Islam is obligatory for all Muslims and 84.5% indicated that they will partake in a Masjid learning circle if one were available. The study revealed that the primary resources available for teaching and learning were the teacher (80.3%) and the Masjid space (82.0%). In addition, only two-fifths (40.0%) of the participants indicated that their Masaajid committees do meet to plan teaching and learning activities for the congregation. With only 21.1% of the participants reporting that there were adult learning circles in their Masaajid, a lack of incentives for the teachers and inadequate planning for teaching activities by the Masaajid committees were found to be the main reasons for the lack of learning circles in the majority of the Masaajid. Regarding participants' level of preparedness to learn, it was found that the majority (93.1%) were ready to learn. Regarding the motivational factors that promote learning, the opportunity to ask questions during lessons in a Masjid, the opportunity to decide the duration of a lesson, the opportunity to choose the time for a lesson and the opportunity to choose a topic for discussion were enumerated by the participants as sources of motivation for learning Islam. Masaajid committees need to provide the support that ensures the complete institutionalization and functionality of a teaching and learning circle for adult Muslims.