الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
It is necessary for the Religious Islamic Education curriculwn to meet the
students’ needs because the students acceptance and reaction to it will be positive
if it meets their needs.
The student in the secondry stage needs this mostly because of the
physical, psychological, social, relegious and mental changes that happen to him
during this stage.
Consequently, This study aims at investigating the religious needs of the
secondry stage students and investiging the extent to which they are available in
the content of the Religious Islamic Education curriculum at this stage.
PROBLEMS OF THE STUDY:
THE PROBLEM OF THE STUDY IS DEFINED THROUGH THE FOLLOWING QUESTIONS
1- What are the religious needs of the secondary stage students?
2- To what extent are these needs there in the Islamic Education Curriculum in
the three years of the secondary stage?
SCOPE OF THE STUDY:
THIS STUDY IS CONFINED TO:
1-Evaluating the content of the Islamic Education textbooks in the three years of
the general secondary stage in the light of their religious needs.
2-Analyzing the content of the Islamic Education textbooks-of different topics-in
the three years of the general secondary stage only during the academic years
1995 - 1996.
3- Presenting a suggested framework for the content of Islamic Education
textbooks in the light of the result of this study.
4-Applying the tool of the study to the male and female students of the three
years at the secondary stage in kalubaya Governorate.
HYPOTHESES OF THE STUDY:
THIS STIJI)’ 7IUfD TOSEEK VAUlM1IDII ,. THE 101.1.””’’’’ IIrJIDTIIESES:
1-There are no Statistically significant differences at the 0.001, 0.01 or 0.05 level
between modes and finders of the first year secondry stage, second year
secondry stage and third year secondary stage in their desires to study the
suggested religious needs.
2- There are no statistically significant differences at the 0.001, 0.01 or 0.05 level
between the three years of the secondary stage in their desires to study the
suggested religious needs.
PROCESSIONS OF THE STUDY:
THE STUDY WILL tiD THROUtiH THESESTE1’S:
1-To answer the first question concerning defining the religious needs of the
students at the general secondary stage, the researcher derived these needs
from:
a) Review of the previous studies and literature related to Islamic Education.
b) The previous studies related to the students’ needs at the secondary stage.
c) The nature, characteristics and sources of Islamic religious Education.
d)The growth characteristics of the students at the secondary stage and the
requirements of this growth.
e) The nature, aims, problems and hopes of the Egyptian Society.
f) The recent trends in organization of religious Islamic Education Curricula.
g) The educational literature in organization of needs, its methods of definition
and methods of fulfilling them.
I. Through the previous step, a list of the religious needs of the students was
derived. This list was submitted to jury members of experts in Islamic
Education and a sample of the students at the three years of the secondary
stage to define the extent to which they desire to study these needs.
II.To answer the second question concerning defining the extent to which these
needs are there and the content of the Islamic Education textbooks at the
three years of the secondary stage, The researcher prepared a tool for
content analysis in the light of the previous criterion.
DEFINITIONS OF THE STUDY:
Religious needs is defined as the subjects, issues and problems that the
students need to study and they are related to their religious affairs seeking
emotional stability towards these needs and meeting the growth needs of the
students.
RESULTS OF THE STUDY:
SOME OF THE IMPORTANT RESULTSOF THE STUDY ARE:
1-The study presented a list of the most important religious needs of the students
at the three years of the secondary stage.
2- There are statistically significant differences at the 0.001, 0.01 and 0.05 level
between the male and female students of the first year at the secondary stage in
their desires to study the suggested religious needs.
3- There are statistically significant differences at the 0.001, 0.01 and 0.05 level
between the male and female students of the second year at the secondary
stage in their desires to study the suggested religious needs.
4· There are statistically significant differences at the 0.001, 0.01 and 0.05 level
between the first and second year students of the secondary stage in their
desire to study the suggested religious needs.
5-There are statistically significant differences at the 0.001, 0.01 and 0.05 level
between the first and third year secondary students in their desires to study the
suggested religious needs.
6- The content of the Islamic Education textbook does not meet most of the
suggested religious needs in the three years of the secondary stage.
1-Using the list of the religious needs in developing the content of the Islamic
Education textbooks in the secondary stage.
2- Planning programs that meets the learners needs.
3-Academic curricula should suit the students’ needs and problems in accordance
to their growth characteristics and its requirements.
SUGGESTIONS FOR FURTHER RESEARCH:
I-A suggested program in Islamic Education at the secondary stage in the light of
the students’ religious needs and its effect on their futcure and attitude towards
the subject. 1
2-A suggested program for Islamic Education teacher preparation in the light of
the religious needs of the students.
3- Education of the Islamic Education curriculum at the prep. stage in the light of
the needs and problems of the Egyptian society.
4-A suggested program for implyina some of the current religious issues in the
content of Islamic Education textbooks at different Educational stages.