Fieldwork and Primary Research

Primary findings from Palli Dars sites

This section combines the completed primary research with the fieldwork tools used for the study: student, ustad, and parent/community survey findings, site photographs, observation prompts, and planning notes.

Muhyissunna Marikkala Palli Dars field photograph — Fieldwork connects secondary research with lived spaces, voices, and observation.

Survey sample

Three participant groups, one shared pattern

The strongest pattern across the primary research is continuity: students, parents, and ustads all describe Palli Dars as giving religious grounding, personal attention, and a community connection that formal schooling does not provide.

40 Students

Ages 10-25 responded to questions on learning methods, continuation, friends, and what Dars gives beyond school.

25 Ustads

Teachers described oral methods, personal pacing, succession needs, and their commitment to continue teaching.

20 Parents

Parents and community members rated religious development, quality, schedule, and future continuation.

Primary research findings

What the field data shows

Dars gives what school cannot

Students rated this highly, with 26 giving 5/5 and 14 giving 4/5. Ustads were even stronger: 23 gave 5/5 and 2 gave 4/5.

Parents want continuation

Parents rated "continue for future generations" at an average of 5.0, the strongest score in the parent survey.

Oral learning remains central

Students and ustads both identified oral teaching, repetition, books, and mixed methods as the core learning model.

Attendance is stable but pressured

Parents reported 10 "stayed the same", 6 "decreased slightly", and 4 "increased", showing continuity with visible pressure.

Participant insights

Students, ustads, and parents emphasise different needs

Students

25 of 40 started because family encouraged them.
38 plan to continue attending Dars.
22 said most of their friends also attend.
Common needs: better light, water, fans, mats, and exam-time flexibility.

Ustads

Average age of ustads surveyed: 47.92.
Teaching is often shaped by community request, family legacy, or personal calling.
Most want to continue teaching as long as they are able.
Needs include stable stipend, seating, kitab library, curriculum sharing, and succession planning.

Parents and community

16 of 20 respondents have children currently attending.
Religious development scored 4.75/5 on average.
Quality of education scored 4.5/5 on average.
Parents value Quran reading, tajweed, manners, community bonding, and the ustad-student relationship.

Field photographs

Sites documented during primary research

The photo folders document four Muhyissunna Dars locations. These images can later be expanded with captions, interview excerpts, and site-specific observation notes.