The Impact of Information and Communication Technology in Teaching and Learning of Islamic Study in Junior Secondary School Students
Chapter One
Objectives of the Study
The general objective of this study is to determine the Impact of Information and Communication Technology in Teaching and Learning of Islamic Study in Junior Secondary School Students.
The specific objectives of this study are to:
- Investigate the effects of ICT facilities in teaching JSS Islamic studies.
- Find out how the use of ICT facilities in teaching JSS Islamic studies enhances academic performance of male and female
- Compare the performance of students taught Islamic studies at pre test and post test using ICT facilities and those taught using traditional method of teaching.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
The use of ICT facilities in the classroom is very important in providing opportunities for students to learn and visualize concepts effectively. Several studies argue that the use of new technologies in the classroom is essential for providing opportunities for students to learn operate in an information age. It is evident as Yalland (2001) argued, that traditional educational environment does not seem to function or be productive in the workplaces of today’s society.
Conceptual Frame Work
Many attempts have been made to define Islamic education. According to Ashraf and Hussani (1979), Islamic education entails giving instruction on purely theological matters such that the trainee would be able to practice the five pillars of Islam, similarly Muhammad (1980) opines that Islamic education is a process of discipline, which ensure spiritual and intellectual growth of the individual.
However, neither of the above assertions can stand the test of our time because it has been realized that Islamic education is not confined to ensuring the practices of the five pillars of Islam (Shahadat, Salat Zakat, Sawm and Hajj).
The pillars only constitute the Ibadah aspect of the religion not only this, spiritual and Intellectual developments are but two of the three important dimensions of personality development, the definition however, ignored the psychomotor domain.
In Nigeria today there are some people who adopt a confused approach to defining Islamic education; these people deliberately refer to Islamic education as being synonymous with Islamic studies which is a subject in the Nigerian western-oriented educational system. The basic difference is that Islamic studies is an academic subject offered in a formal school setting whereas Islamic education refers to the totality of the upbringing of an individual within the content and context of Islam, it therefore transcends the classroom setting and can be received formally and informally.
The history of Islamic Education in Nigeria is the same as the history of the religion of Islam itself. This is because Islamic religion goes to any place or community along with its own form of education (Balogun, 1982). According to Ajidagba(1986), Islam, which predates Christianity in Nigeria, is said to have come to the country in the 11th century, it is on record that when Kanem Ummi Jilmi of the old Bornu accepted Islam he established the first Qur’anic school in his palace. The structure of the early Islamic education was built on the hierarchical structure of Islamic faith and the only reference and rallying points is Allah, the Creator and the Sustainer, so the starting point is to learn how to recite Al-Quran.
CHAPTER THREE
METHODOLOGY
Introduction
This chapter focuses on methodological issues in the study, which include; research design, population, sample and sampling techniques, instrument for data collection, validity and reliability of the instrument, method of data collection, analysis of data, pilot study and treatment of sample experimental group.
Research Design
In this study, a quasi experimental design was used. The pre- test, post- test non equivalent control group type were used. The two groups were given pre-test and post-test exercise, the post-test came up after the experimental group had received the treatment for at least 6 weeks using ICT facilities to teach them. The researcher in this design used experimental and control group to determine the effect of ICT on the performance of JSS II students when taught Islamic studies content. Symbolically, this design can be represented as shown below:-
Population of the study
The population for this study consists of JSS II students of 17 secondary schools of Zaria Inspectorate Division of Kaduna State which stood at 2162. The distribution of the population is presented in table 3.2 below.
CHAPTER FOUR
PRESENTATION, ANALYSIS AND DISCUSSION OF DATA
Introduction
In this chapter the researcher presented and analysed the data from his investigation, the chapter covers the results and discussion based on the 100 samples data used in the study. Data analysis was based on the scores received from the sample in the study. The three (3) null hypotheses raised for this investigation were tested at 0.05 level of significance. Tables were also used for the presentation of information derived from the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Introduction
This chapter presents the summary of the major findings, implications, limitations and suggestions for further studies, it also puts forth the conclusion made based on the finding. It is the hope of the researcher that useful recommendations made in the study will be implemented by those concerned with Islamic studies education in Kaduna state in particular, where this study was based and Nigeria in general.
Summary
The study investigated the effect of ICT in teaching Islamic studies contents on the performance of JSS II students. The concept ICT and Islamic studies content have been defined. The state of Islamic studies and how it is being taught in Nigeria from the background of the study, the poor performance and non-challant attitude of students and teachers of Islamic studies has generally constituted the problems of this study. Improving the teaching and learning of Islamic studies curriculum by emphasizing the use of ICT facilities is the main objective of the study.
The research design was the quasi experimental design involving pre-test and post test while stratified random sampling technique was used to select two
(2) schools and at the same time proportional sampling was used to select one hundred (100) students from population of 2162. The instrument of the research contained 40 items. The three (3) research questions and (3) null hypothesis were tested using t-test of independent group.
The Major findings of the study reveal that students taught using ICT facilities (UMF) in classroom performed better than those taught using the traditional method of chalk and board teaching (UTM). The result of this study showed that the performance of JSS II students with application of ICT is hereby recommended, that teachers should adopt teaching method using ICT facilities in teaching Islamic studies since it increases students performance.
Conclusion
Use of ICT in teaching Islamic studies concepts helps students to develop skills of listening, viewing and retain the concept taught for a longer period of time and at the same time apply it in their day to day worship and life. This means that the use of these facilities is superior to the traditional lecture method which is dominated by verbal instructions while learning is mostly by memorization as cited by Udogu, Ifeakor and Ujelita (2007).
Based on the findings of this study, the researcher drew the following conclusion:-
- it has been clearly stressed that the effectiveness of ICT facilities as a tool to enhance learning must specify; learning in a manner that is consistent with accepted learning theory, the subject matter being study, the population of students under consideration and the ICT element being used.
- it was established that lack of using ICT facilities in teaching and learning of Islamic studies made students to perform poorly in their academic work.
- It was established that use of ICT in teaching is not a barrier to the performance to both male and female student as such it is not gender bias or
Since it has been discovered from this findings that lack of using ICT materials in teaching and learning is the major cause of students’ poor comprehension, poor retention of concepts and poor performance in their academic pursuits, so the state ministry of education and educational Inspectorate Divisions among others such as non governmental organizations like ZEDA,
P.T.A etc should consider the recommendations below. Hence it is agreed that ICT facilities play a significant role in motivating students to learn, interest them in the subject, yield better performance and made practicing teachers to have confidence in whatever concepts they want to impact to the students. Evaluation of Islamic studies curriculum should include the use of ICT facilities while schools need to be provided with these facilities to actualized societal, religious and moral development among the students and the general citizens of the society.
Recommendations
In view of the findings in this study as enumerated above it has made it necessary to make some recommendations of certain measures which will help in the provisions, acquisition and enhancement of effective use of ICT materials in secondary schools in Zaria inspectorate Division, Kaduna State and Nigeria in general.
- Government, school inspectors and educational supervisor should ensure effective use of ICT facilities in teaching JSS Islamic studies as it has positive effect in the performance of
- Both male and female students should be taught Islamic studies using ICT facilities by teachers as using ICT facilities is not gender
- Teacher should at all time assess students performance when ever new instructional materials is used to teach, as it will help in identifying the students performance at different change of the instructional materials and its effectiveness or other wise of the materials
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