The Quranic Literacy Status of Students (Case Study: Student Teachers at Farhangian University)

Document Type : Original Article

Authors

Assistant Professor in the Department of Theology and Islamic Studies, Farhangian University, Tehran, Iran

Abstract

The Holy Quran stands as a guide for human nurturing and salvation. Connecting with the Quran necessitates Quranic literacy. Recognizing the significance of Quranic literacy and the role of teachers in its enhancement, this research aims to assess the Quranic literacy (recitation, fluency, and Quranic concepts) among student teachers. The research method used a descriptive and population-based approach, encompassing all student teachers at Farhangian University in the year 1400 SH. A sample of 761 individuals was randomly selected, data gathered via questionnaires, and Quranic reading tests conducted. The collected data were analyzed using T-tests and correlation coefficients. Findings revealed that 2.2% of students never read the Quran throughout the year (excluding Ramadan), 48% occasionally, and 8.16% read it daily. The average percentage of students proficient in recitation was 74%, fluency at 62.5%, mastery of Quranic concepts at 66.5%, and the overall Quranic literacy average (recitation, fluency, and Quranic concepts) was 67.5%, falling below expected standards. The average percentage of students studying Quranic interpretation was 49.25%, and 63.5% for the study of Persian meanings of Quranic verses, both lower than anticipated. A significant positive correlation was found between the level of Quranic literacy and diploma and university GPA. However, no significant differences were observed based on gender, marital status, rural or urban residence, diploma major, acceptance quota in the university, academic terms, and educational backgrounds. The results indicate a high percentage of student teachers at Farhangian University lacking the necessary Quranic literacy, emphasizing the urgent need for deliberate efforts to address this issue.

Keywords

References

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History

  • Receive Date: 24 November 2021
  • Revise Date: 17 July 2022
  • Accept Date: 06 October 2022

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