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The perspectives of high ability learners on their learning experiences in Singapore madrasahs : a qualitative study
Author
Ismail Farhan Anuar
Supervisor
Letchmi Devi Ponnusamy
Abstract
This is a qualitative study that explored the perspectives of high ability learners (HALs) about their learning experiences in full-time religious schools in Singapore, more commonly referred to as ‘madrasahs’. Unlike their traditional counterparts around the world, madrasahs are unique private schools in the Singapore education system, as they offer religious education alongside the secular offerings of mainstream education. As such, the curriculum provisions for madrasah students are different, and learner-specific provisions such as those offered by the Gifted Education Programme, are not available to HALs in Madrasahs. Research have found that HALs have specific cognitive and social-emotional learning needs, and that they benefit from specific curriculum design and pedagogy. At the same time, there has also been an expanded notion of the concept of giftedness, and efforts have been made to extend HAL provisions for learners who come from diverse cultural and socio-economic backgrounds. Government initiatives in Singapore have also moved to develop gifts in various domains such as sports and arts. However, not much is known about the experiences of HALs in Singapore schools, particularly on their self-reported learning experiences in madrasahs, especially when they have such a unique education environment.
This thesis therefore sets out to understand the learning experiences of HALs who are educated in Singapore madrasahs and their perceptions of the support or challenges they faced in terms of their learning trajectory. Utilising a multiple case study research design, 8 research participants were selected aged between 17 and 18, using a combination of criterion and heterogenous sampling strategies. Rich descriptive accounts were gathered using one-to-one, semi-structured interviews via video conferencing over a 7-month period. Open coding and cross-comparison methods were used to analyse the data.
The findings highlighted the participants’ perception that madrasah education has been generally designed to prepare them for careers in religious sector. In terms of their learning, the HALs felt that there was a need to reduce the laborious workload as well as utilise teaching strategies that encourage higher level thinking more regularly, especially for religious subject lessons. HALs were satisfied with the social-emotional support and skill development opportunities offered, even though they perceived constraints in terms of variety and personal interests. HALs also shared how they had been deeply inculcated with a strong sense of responsibility toward the community through their learning of Islamic ethics in the madrasah. They also felt that more improvement is required to provide them with Education and Career Guidance (ECG) that they need.
In conclusion, this qualitative study, arguably the first done on HALs in the madrasahs, has raised awareness and provided some important insights on their learning experiences and well-being. These findings can help current educators and future researchers better address the needs of this underserved student population to make their learning experience in madrasahs a more enriching and beneficial one. This is significant especially given that madrasahs in Singapore today have extended their educational role beyond the traditional, which will ultimately impact the local Muslim community and the nation.
This thesis therefore sets out to understand the learning experiences of HALs who are educated in Singapore madrasahs and their perceptions of the support or challenges they faced in terms of their learning trajectory. Utilising a multiple case study research design, 8 research participants were selected aged between 17 and 18, using a combination of criterion and heterogenous sampling strategies. Rich descriptive accounts were gathered using one-to-one, semi-structured interviews via video conferencing over a 7-month period. Open coding and cross-comparison methods were used to analyse the data.
The findings highlighted the participants’ perception that madrasah education has been generally designed to prepare them for careers in religious sector. In terms of their learning, the HALs felt that there was a need to reduce the laborious workload as well as utilise teaching strategies that encourage higher level thinking more regularly, especially for religious subject lessons. HALs were satisfied with the social-emotional support and skill development opportunities offered, even though they perceived constraints in terms of variety and personal interests. HALs also shared how they had been deeply inculcated with a strong sense of responsibility toward the community through their learning of Islamic ethics in the madrasah. They also felt that more improvement is required to provide them with Education and Career Guidance (ECG) that they need.
In conclusion, this qualitative study, arguably the first done on HALs in the madrasahs, has raised awareness and provided some important insights on their learning experiences and well-being. These findings can help current educators and future researchers better address the needs of this underserved student population to make their learning experience in madrasahs a more enriching and beneficial one. This is significant especially given that madrasahs in Singapore today have extended their educational role beyond the traditional, which will ultimately impact the local Muslim community and the nation.
Date Issued
2022
Call Number
LC3998.S55 Ism
Date Submitted
2022