THE ROLE OF INTERNAL MEMORY AIDS IN THE MEMORISATION OF THE QURAN BY LEVEL 6 -11 STUDENTS IN ALJAMEA-TUS-SAIFIYAH, NAIROBI, KENYA

Abstract

ABSTRACT This study investigated the role of internal memory aids in the memorisation of the Quran by students from level 6-11 in Aljamea-tus-Saifiyah Academy, Nairobi, Kenya. The following five research questions guided study: What are the internal memory processes that can help students memorise the Quran? How can mnemonics help students memorise the Quran? What are the strategies that can be used by students to remember the Quran after memorisation? What are the challenges faced by students when memorising the Quran in Aljamea-tus-Saifiyah, Nairobi, Kenya? What are some solutions to overcome the challenges facing students in the memorisation of the Quran in Aljamea-tus-Saifiyah, Nairobi, Kenya? This study utilised the Information Processing Theory's stage multi-store model, which was proposed by Atkinson and Shiffrin in 1968, as its theoretical framework. The research was guided by a mixed methods approach, specifically the convergent parallel design. A cross-sectional survey design was used to collect quantitative data, while a phenomenological approach was used to collect qualitative data. The target population comprised 355 students from level 6-11 and 25 teachers in the Faculty of Quranic Sciences in Aljamea-tus-Saifiyah, Nairobi, Kenya. A sample of 96 students and 8 teachers was selected through stratified random sampling and purposive sampling techniques respectively. The students completed a questionnaire, while the teachers were interviewed to collect data. Content validity was ensured for both the questionnaire and interview guide. The internal consistency of the questionnaire was measured using Cronbach's alpha, which achieved a reliability coefficient of 0.81. The trustworthiness of the qualitative instrument was also ascertained. The quantitative data were analysed using descriptive statistics to generate frequencies and percentages, while the qualitative data were organized thematically and presented in narratives and direct quotes. All ethical considerations were adhered to throughout the study. The study found that internal memory processes, like chunking and elaborative rehearsal, and mnemonic techniques, such as acronyms and narrative chains, can significantly help learners to memorise and retain the verses of the Quran. The study recommends that students and teachers should have knowledge of the memorisation strategies and skills in order to memorise the Quran more effectively.