ABSTRACT
The study titled Assessments of effects of
activity-based and brainstorming instructions on students’ performance in
Islamic Studies in Junior Secondary Schools in Kaduna state, Nigeria. The study
was conducted with five objectives which include: determine the effects of
activity-based instruction on students’ performance in Islamic studies as
compared to the Conventional method in junior secondary schools in Kaduna
state;examine the effects of brainstorming instruction on students’ performance
in Islamic studies as compared to the Conventional method in junior secondary
schools in Kaduna state; and determine the effects of activity-based and
brainstorming instruction on students’ performance in Islamic studies as
compared to the Conventional method in junior secondary schools in Kaduna
state. Quasi-experimental research design was used in the study. The total
population was 40,490 out of which six (6) intact classes of Zaria and Soba
local governments of two hundred and forty two (242) students were used as sample
size. A researcher-made test called “Islamic Studies Achievement Test” (ISAT)
was used for data collection. The instrument was pilot tested with the
reliability index at 0.88. Mean and standard deviation were used to analyses
the research questions. Hypotheses 1 and 2 were tested using t-test, while
hypotheses 3, 4 and 5 were analyzed using ANOVA at 0.05 alpha level of
significance. Findings revealed that Students taught Islamic Studies using
activity-based instruction performed significantly better than those taught
with conventional method in Junior Secondary Schools in Kaduna State.
Performance of students taught Islamic Studies using brainstorming instruction
was far better than those taught using conventional method in Junior Secondary
Schools in Kaduna State. In the light of the findings from this study, it was
recommended that;Islamic Studies Teachers should promote activity-based
instruction as it will encourage and motivate students to participate actively
in classroom. Brainstorming instruction should be adopted by Islamic Studies
teachers since it improved faculty of reasoning and thinking during teaching
and learning, workshops, seminars, conferences and enlightenment should be
organized from time to time for Islamic studies teachers in junior secondary
schools in Kaduna stated so as to keep abreast of modern or innovative teaching
instruction such as activity-based and brainstorming instruction.
CHAPTER
ONE
INTRODUCTION
1.1 Background
to the Study
Instructions of teaching have
attracted the attention of many researchers over the years. Activity-based and
brainstorming instruction in Islamic studies teaching has been the concern of
many educationists. Islamic studies, as a practical and theoretical subject
should engage student in teaching and learning but what operates largely in
junior secondary schools (JSS) in Kaduna state presently is more of reading,
memorization and hearing without engaging students in active teaching and
learning.
The way a teacher presents a
subject matter will make students like or dislike the subject, make them to
understand the lesson or otherwise (Yusuf, 2012:161). Instruction is what the
professional teacher utilizes to maximize students learning. It includes ways
in which teachers do things that cause permanent changes in the students‟
behaviour. There are instructions that encourage the development of ability,
creativity or instruction of teaching and learning Islamic studies by school
quality assurance despite the suggested instruction of the use of guided
activity instruction of teaching and learning by doing according to Nigeria
Educational Research and Development Council (NERDC, 2007) and as such, what
writer observed in the past teaching of Islamic studies at the junior secondary
school level was based on Conventional method of teaching which is mainly talk
and chalk, and note taking. This could be the cause of the poor performance in
both teacher made and standard examination.
Usman and Shuiab (2001) pointed
out that 75% of Islamic studies teachers use Conventional method and copying of
notes by students. This; according to them does not allow active student‟s
participation in Islamic studies lessons rather; memorization of fact and
concepts without the basic understanding of what it is. Rillero
(1994) said “A child best learns to swim by getting into water likewise a child
best learns by doing or participation, “people only learn what they experience”
(Dada, 2015) Another name of Activity based and brainstorming instructions is
experience based instruction (Yusuf, 2012).
Islamic Religious Studies
(I.R.S); is one of the subjects taught at Junior Secondary Schools across the
country. It is aimed at inculcating moral and spiritual virtues into the minds
of the learners in order to grow up and abide by provision and teaching of
their religion with the fear of God. According to Fafunwa (2004), religious
training and moral institutions should educate and be regarded as fundamental
to the development of sound education and should be accorded complete equality
with secular subjects. Based on the aforementioned significance of religious
studies to the development of sound education; the choice of effective teaching
instructions that will assist in the transmission of religious values and
virtues is necessary and vital. As most of its teaching are accustomed to using
conventional method (class teaching) that focus on contents transmission with
little or no chance for learners participation.Dauda (2014), stated that
globally, conventional method of teaching is considered obsolete; a big burden
with little impact on the learning development of the children.
Different instructional methods
develop different skills in the learners, a variety of teaching methods make
the teachers job more stimulating and enjoyable. The modern day educational
instruction emphasizes strongly on those teaching methods that will ignorant
and a mere recipient of knowledge. It is believed that involving child–learner
in the teaching and learning via activity-based and brainstorming instruction
will make teaching and learning more interesting, make the classroom
environment lively, arouse the interest of the learners and sustained their
interest and attention throughout the teaching and learning period.
There might be other causes for
poor performance such as unqualified teachers, an auxiliary one, over
population of students in the classes, inadequate of instructional materials
and so on. This study intends to investigate the assessment of effect of
Activity based and brainstorming instructions over Conventional method of
teaching in students‟ performance in Islamic studies at JSS level.
Activity-based instruction which is student-centered in nature, invites
students to participate actively in his/her own learning experiences
(discussion, debate, role-play, manipulation of materials and so
on).Brainstorming is a group creativity forum for general ideas, it involves
oral and pre-writing exercises for helping the learner for expressing ideas by
the teacher. Islamic Studies is a process of self-discipline, which ensures
spiritual and intellectual growth of the individual. Performance is generally
referred to how well a student is accomplishing the tasks and studies, active
classrooms are basic requirements for construction education. In activity based
and brainstorming instructions of teaching all students/pupils regardless of
ages must be active, either mentally, physically or both during the entire
lesson. During activity based and brainstorming teaching, classroom environment
is active because it is based on activities planned with the child‟s/learner‟s
interest in mind. Teachers respect children by upholding students‟ right to
their feeling, ideas and opinion and guide them where necessary. In activity
based and brainstorming classroom students are in a position of active not just
receivers. Activity based and brainstorming instruction help learners to
construct mental models that allow for higher order performance (Churchill, 2003).
Conventional method of teaching
which is teacher – centered dominated most of schools, which causes neglect in
students‟ participation on teaching and learning, poor performance, exam
malpractice, un-connection between past ideas and present one; the source of
these problems are instructions of teaching, these have motivated or
necessitated the writer to study in this area. It is against this background that the study
seeks to establish if activity–based and brainstorming instructions are
appropriate to enhance students‟ performance in Islamic Studies in JSS in
Kaduna State.
1.2 Statement
of the Problem
The teaching and learning of
Islamic studies face a lot of problems most of the teachers use conventional
teaching instruction which comprises of memorization and note taking. Yangin
and Dinder (2007) have an idea that if the teacher has less resources then
he/she has to choose the Conventional way of teaching that is lecture
instruction. Fafunwa (2004) confirmed that the negative attitude of students
towards Islamic studies is partly due to poor instruction of teaching. If poor
teachings and learning occurred, result should be negative in nature. Islamic
studies teachers are brought and trained under Conventional method (class
teaching) which is the most abused and least effective instruction in many
respects and circumstances. The students are in this respects passive
participants who do not contribute in the lecture going on.
Over the last three decades,
the framework for understanding that the basis of teaching and learning shifted
from teacher centered to student-centered teaching and learning where the
responsibility is rested on learners for their own learning but most teachers
prefer to use conventional method and this might have caused the failure in
performance, examination malpractice, teachers cannot transfer their knowledge
to the students. Hull (1999) noted rightly that, “the majority of students in
schools are unable to make connection between what they are learning and how
the knowledge will be used”, simply because students do not contextualize
teaching and learning process.
Conventional method of teaching
has often been criticized for ignored or inadequate consideration to the needs,
interest and experiences of the student there by limiting performance of students. One of the leading causes of students‟ poor
performance in Nigeria as reported by various studies conducted by researchers
such as Tanko (2014) and Dauda (2014) has to do with instruction used by
teachers. Which are inadequate to bring about desired level of performance in
classroom participation in both male and female students. Researcher is of the
view that there is need to use innovative teaching instruction to see if there
will be improvement in students‟ performance in Islamic studies. The above
statement prompted the researcher to carry out this study titled “ Assessments
Effect of Activity-Based and Brainstorming on the Performance of Islamic
studies Students in Junior Secondary School in Kaduna State, Nigeria”.
1.3 Objectives
of the Study
The main objective of this
study was to assess the effect of Activity-Based and Brainstorming instructions
on students‟ performance in Islamic studies in JSS in Kaduna state, Nigeria.
The specific objectives of the research are as follows;
1. determine
the effect of activity-based instruction on students‟ performance in Islamic
studies as compared to the Conventional method in junior secondary schools in
Kaduna state;
2. examine
the effect of brainstorming instruction on students‟ performance in Islamic
studies as compared to the Conventional method in junior secondary schools in
Kaduna state;
3. determine
the effect of activity-based and brainstorming instructions on students‟
performance in Islamic studies as compared to the Conventional method in junior
secondary schools in Kaduna state;
4. investigate
the effect of activity-based and brainstorming instructions on male and female
students‟ performance in Islamic studies as compared to the Conventional method
in junior secondary schools in Kaduna state; and
5. ascertain
the effect of activity-based and brainstorming instructions on rural and urban
students‟ performance in Islamic studies as compared to the Conventional method
in junior secondary schools in Kaduna state.
1.4 Research
Questions
The
research was guided by the following questions:
1. What
is the effect of activity-based instruction on students‟ performance in Islamic
studies as compared to the Conventional method in junior secondary schools in
Kaduna state?
2. What
is the effect of brainstorming instruction on students‟ performance in Islamic
studies as compared to the Conventional method in junior secondary schools in
Kaduna state?
3. What
effects does activity-based and brainstorming instructions have on students‟
performance in Islamic studies as compared toConventional method in junior
secondary schools in Kaduna state?
4. What
are the effects of activity-based and brainstorming instructions on male and
female students‟ performance in Islamic studies as compared to the Conventional
method in junior secondary schools in Kaduna state?
5. What
are the effects of activity-based and brainstorming instructions on rural and
urban students‟ performance in Islamic studies as compared to the Conventional
method in junior secondary schools in Kaduna state?
The
following hypotheses were formulated for the course of the study:
H01:
There is no significant difference in the effect of activity-based instruction
on students‟ performance in Islamic studies when compared with Conventional
method in Junior Secondary Schools in Kaduna State.
H02: There is no
significant difference in the effect of brainstorming instruction on students‟
performance in Islamic studies when compared with Conventional method in Junior
Secondary Schools in Kaduna State.
H03:
There is no significant difference in the effects of activity-based and
brainstorming instructions on students‟ performance in Islamic studies when
compared with Conventional method in Junior Secondary Schools in Kaduna State.
H04:
There is no significant difference in the effects of activity-based and
brainstorming instructions on male and female students‟ performance in Islamic
studies when compared with Conventional method in Junior Secondary Schools in
Kaduna State.
H05:
There is no significant difference in the effects of activity-based and
brainstorming instructions on rural and urban students‟ performance in Islamic
studies when compared with Conventional method in Junior Secondary Schools in
Kaduna State.
1.6 Basic
Assumptions
The
study is based on the following assumptions:
1.
The activity based and brainstorming
instructions could enhance and motivate students‟ performance in Islamic
studies in JSS inKaduna state
2.
Both activity-based, brainstorming
instructions and Conventional method of teaching are appropriate for teaching
the topics listed in the scheme of work in JSS in Kaduna state.
3.
The selected topics are appropriate
for the level of students in the schools selected for the study in JSS in
Kaduna state.
4.
The schools used for the study are
representatives of junior secondary school in Kaduna state
1.7 Significance
of the Study
The findings of
this study will help in the following ways:
The findings from the study are
expected to provide bases for curriculum planners and developers to recommend
activity based and brainstorming instructions among other instructions in
schools to improve teaching and learning Islamic studies situation currently
existing (Conventional method) in junior secondary schools.
Furthermore the findings will
be of great significant to the students when consider the desired of qualitative
and quantitative solid foundation of education in the sense that the findings
of this study will increase students‟ motivation in teaching and learning and
bring about personal satisfaction and facilitate students‟ active in classrooms
to generate ideas, facts from the lesson.
The work will serve as a
wake-up call to teacher training institution nationwide, like Colleges of
Education, National Teachers Institutes, faculties of education and so on.
Findings will encourage curriculum trainers to develop workshops, seminars,
monitoring programmed and need to put more emphasis on activity-based and
brainstorming instructions during training programmed, in order to improve
students‟ academic performance.
The findings
of this study will be great importance to the teachers who are the key to the
teaching and learning as well as students‟ performance by provided empirical
information and application procedures of activity-based and brainstorming
used by teachers that are relevant to the teaching and learning Islamic studies
in junior secondary schools.
Furthermore, it is hoped that the result from this research
would be of great benefits to further researchers, who may embark on similar or
related area of study. The result will enable them to know the extent of the
study that have been carried out in this field and also this serves as sources
of materials and reference to them.
Finally the findings will be
great significant to the ministry of education as well as ministry of science
and technology, as they are principal determinants of secondary school
education in Nigeria. The findings of the study will enable them to understand
the situation and position of activity-based and brainstorming toward students‟
performance as it will offer students chance to be active in teaching and
learning according to individual students‟ need and enable the ministry to get
feedback on student‟s performance and store it for further reference.
1.8 Scope of the
Study
This study investigated
Assessment the effect of activity-based and brainstorming Instructions on
students‟ performance in Islamic Studies, the studywas carried out in JSS in
Kaduna State. Specifically, the study was limited to Zaria Education zone. The
six public junior secondary schools (JJSIII) of Zaria and Soba local
governments were used for the sampled in the study. The reason for selecting
Zaria education zone is due to fact that Zaria zone is one of the zones with
the highest student‟s population offering Islamic Studies in Kaduna state;
which consists of four experimental groups, and two control groups. The
experimental groups were taught using brainstorming and activity-based while
control groupswere exposed to Conventional Method. Other variables studied include Islamic Studies, Performance, and resources for
Islamic studies curriculum implementation among the others.
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