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The problem
Intervention: Islamic Education value-based teaching (tawakkal, patience, sincerity, character formation) and teacher emotional/moral support
Who it was tested with: Primary and secondary school students from broken home backgrounds.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"Employing a qualitative approach with a case study design, the findings reveal that students from broken families frequently encounter internal emotional conflicts that interfere with their concentration, classroom engagement, and learning processes." This indicates a descriptive, non-comparative qualitative study, consistent with a practitioner-level evidence tier.
No comparison group, no baseline/endline measurement, and findings are based on a small qualitative case study, limiting generalisability.
Across countries and designs
1 study · 1 country
