Integrating Islamic economics into a conventional program: a case study of distance learners' learning experiences at University Technology Mara, Malaysia (Ph.D. Thesis)

This study addresses the practical and theoretical aspects of teaching economics through methods including integration and Islamization of Knowledge. The study first gathers Business distance-learning students' perceptions, approaches, and outcomes of learning (integrated economics) induced by the teaching design of University Technology MARA (UniTM) distance learning program. Three learning variables are then related to the effects of differences in students' characteristics and groupings. The findings show that student perceptions of the course, approaches, and outcomes of learning IEC vary, often times based on demographic and grouping differences. The findings indicate positive responses in IEC, yet further improvements are needed to induce deeper understanding of the IEC among the distance students, as well as achieving the objectives of Integrated economics courses.