ABSTRACT
The study focused on assessment
of availability and utilization of instructional materials for teaching Islamic
Studies in junior secondary schools in Kaduna state, Nigeria. It explored, the
responses of male and female teachers on relevance of instructional materials;
assessed the extent to which urban and rural teachers utilize instructional
materials for teaching of Islamic studies and the responses of urban and rural
teachers on obstacles to effective utilization of instructional materials in
teaching of Islamic Studies in junior secondary schools in Kaduna State. Literature
was reviewed in line with the objectives, research questions and hypotheses in
the study. Descriptive survey was utilized. Out of the total population of five
thousand six hundred and eight-three (5,683) Junior Secondary School teachers
in Kaduna State, a sample of one hundred and eighty- three (183) Islamic
studies teachers were drawn, through the use of purposive and quota sampling
technique. The researcher used instrument titled “Assessment of Availability
and Utilization of Instructional Materials for teaching Islamic Studies
questionnaire for collecting data. The data collected were descriptively
analyzed using mean and standard deviation, while the hypotheses were tested
using t-test statistical tool. All the four (4) null hypotheses developed for
the study were rejected at 0.05 level of significance. The finding revealed
that, Significant difference was found between the responses of male and female
teachers on instructional materials available for teaching of Islamic studies
in junior secondary schools, Kaduna state; There was no significant difference
between the responses of urban and rural teachers on utilization of
instructional materials for teaching Islamic Studies in junior secondary
schools, Kaduna state; Significant difference did not exist between the
responses of urban and rural teachers on relevance of instructional materials
in teaching of Islamic Studies in junior secondary schools, Kaduna state; and
Significant difference was not found between the responses of male and female
teachers on obstacles faced in utilization of instructional materials for
teaching of Islamic Studies in junior secondary schools, Kaduna state. The
study recommended among others that, the state ministry of education should
provide junior secondary schools in Kaduna state with more modern instructional
materials such as overhead projectors, film strips, videos and enough computers
in order to promote quality teaching and learning in JSS, there is urgent need
for government and other stakeholders in education to organise regular
workshops/seminars for Islamic Studies teachers and principals on the
importance and current developments and progress in the utilization of
instructional materials and resources in Islamic studies teaching in the junior
secondary schools.
CHAPTER ONE
INTRODUCTION
1.1 Background to
the Study
In Nigeria, the government
pronouncement and activities is geared towards encouraging secondary school
students to study abound. Towards this development, the Nigeria Educational
Research and Development Council (NERDC) was mandated to develop Islamic
studies curricula for use in Junior Secondary education and indeed all levels
of educational system in Nigeria. In line with government declaration for
Universal Basic Education Programme. The NERDC was directed by the National
Council on Education (NCE) to re-structure and re-align the existing Junior secondary
school subjects curriculum to meet the target of the Nine (9) year Basic
Education which seeks to achieve the Millennium Development Goals (MDG) now
Sustainable Development Goals (SDGs) (Mundi, 2008; National Teachers Institute
Kaduna-Nigeria, 2012; Nwafor & Eze, 2014) The curriculum reflects depth,
appropriateness, and interrelatedness of the Islamic studies curricula
contents. Since the curricula represents the total experience to which learners
must be exposed, the contents, performance objectives, activities and
instructional materials were provided. Instructional materials refer to
materials that are used to facilitate teaching and learning. It enables the
teacher communicate ideas or concepts with ease as they appeal to many senses
at a time (Mundi, 2008; Nwafor & Eze, 2014).The learner can see, touch,
smell or taste thereby making learning more meaningful. This agrees with the
Chinese proverb that states: I hear – I forget, I see – I remember, I do – I
understand.
Moreover, education
impacts skills, attitudes, belief, ability to reason, knowledge and any other
form which enables one to adjust and interact effectively with other
individuals. Through the acquisition of skills, it enables an individual and
the group to proceed to the actualization of the individuals‟ destiny. Indeed,
instructional material improves students skills, ability to reason and
make informed decision about what is going on in the global village (Mmari,
2008).
The influence of
instructional materials in promoting students academic performance and at
promoting teaching and learning in an educational system is indisputable. The
teaching of Islamic studies in Nigerian secondary schools needs to be properly
handled. The materials used by teachers to teach and drive home their subject
points at the secondary school levels of Nigerian education system is
incontrovertibly a paramount important issue in practical classroom interaction
and successful transfer of knowledge from the teacher to the learners. Instructional
materials are materials which assist teachers to make their lessons explicit to
learners. They are also used to transmit information, ideas and notes to
learners ( Ijaduola, 2007).
Instructional
materials include both visual and audiovisual aids such as pictures,
flashcards, posters, charts, tape recorder, radio, video, television, computers
among others. These materials serve as supplement to the normal processes of
instruction. The origin of instructional materials in Islam could be traced to
the time of Prophet Muhammad (Salallahu Alaihi Wa Salam) and the early mission
of Islam. The available learning resources during this period are: the scribes,
flat bones, leaves of date - pall and bark of trees (Tijani, 2007; Ahmad, 2013
& Yusuf, 2013). As soon as a passage of the Holy Qur'an revealed, Prophet
Muhammad (S.A.W) would memorize it and then communicate it to his companions
who would do the same. At the same time, he would dictate the revelation to
some of his scribes who would write it down on these available materials. This
way all the portions of the Qur'an that were revealed were written down and put
together in one place (Tijani, 2009). These served as the electronic or
mechanical means of arresting, processing or restructuring visual or verbal
information then. This is why the educational technologists traced the history
of technology to this period which they referred to as stone-age (Adigun, 2007 & Mandama, 2007).The
stones were used as matches, flat bones, stones, date-palm, leather and bark of
trees formed the earliest instructional materials for study and memorization of
the Qur'an then instead of lap-tops, computers, radio, projected media which
are currently available in the 21st century. After the death of
Prophet Muhammad (S.A.W), there was advancement in the availability of writing
material and therefore, during the Khulafau Rashidun it was possible to put the
word of Allah (Qur'an) into a book form compilation (Bidmos, 2008).
Presently, there
are different resources from the afore-mentioned resources for teaching and
learning of Islamic Studies in junior secondary schools, the choice of
resources to be used depends on the topic in question. In junior secondary
school Islamic Studies currcular, some of the themes from which different
topics could be derived include: Tawhid, Fiqh, Tahdhib, Sirah or Tarikh and
Hidayah (Kareem, 2002 in Mandama, 2007). Islamic studies curricular at junior
secondary school in Nigeria is designed to enable the learners develop interest
in their religion (Islam) , acquire basic knowledge and skills in act of Ibada
(Worship), and also apply their knowledge and skills in worship of Allah as it
is revealed in the holy book(Al-qur‟an). If these objectives will be achieved,
then efforts should be made to provide adequate instructional materials to
Nigeria Junior secondary schools in teaching of Islamic studies and to
encourage its effective use. According to Okobia (2011) the Nigerian male and
female teachers operate from a deficient environment where teaching and
learning is seriously impoverished particularly in the rural set up. And even
in the urban areas only few schools are connected to the national grid while
virtually all the rural schools do not have access to instructional materials.
Male and female Islamic Studies teachers in urban areas are those that teach in
schools located within urban areas characterized by many amenities like big
markets, television, networks, pipe-borne water, road networks, hospitals,
companies, and banks. Those in rural areas
teach in school located within the area where many amenities are lacking
(Nwabunwanne, 2009).
Despite the
emphasis placed on the usefulness of instructional materials in teaching and
learning process, most students still find it difficult to cope with the study
of Islamic studies in schools. This may have resulted from lack of or
underutilization of instructional materials by teachers. The main focus of this
study is to ascertaining the availability and utilization of instructional
materials for teaching Islamic studies in junior secondary schools in Kaduna
State.
1.2 Statement of
the Problem
Effective instruction in
Islamic studies depends on the availability and utilization of relevant
instructional resources and the skill of the teacher. This is because
instructional resources facilitate the understanding of difficult concepts,
themes and topics in Islamic studies. More so, the resources make it easier for
learners to follow, understand and retain content of the lesson (Abdullahi,
2014). Moreover, the use of instructional materials has a lot of importance on
teaching and learning process. The teachers‟ level of resourcefulness,
creativity, and imagination is credited to the achievement of quality education.
These are expressed in how well the teacher is able to perceive, create and use
the relevant information that can enhance and promote effective teaching and
learning activities. The argument above implies that failure to provide
instructional resources may impact on meaningful teaching and learning of
Islamic studies. Islamic studies teacher needs to select and use a wide variety
of instructional resources when teaching to take care of individual differences
in class. This is because the resources make the entire teaching and learning
processes complete and functional.
However, the
provision of instructional materials for teaching Islamic studies has received
little attention. Many schools are not able to provide a variety of
instructional resources needed for Islamic studies teaching. Most a times,
the available instructional materials in some of these schools include: chalk,
chalkboard, pictures, maps and textbooks that are obsolete and as well
irrelevant for teaching of Islamic studies (Yusuf, 2013). More so, in some
schools where these instructional materials are available, utilization becomes
a problem, due to inability and inadequate time to apply them in teaching,
irrelevance to subject matter and many more. Moreover, most teachers fail to
utilize instructional materials because they do not know their benefits in
promoting teaching and learning, while to others, it is due to laziness, poor
attitudes and negligence of the teachers. Also, availability and utilization of
these instructional materials are sometimes obstructed by inadequate fund,
government attitudes towards teaching and learning, poor supervision of
teachers, among others. Nonetheless, little or none has been done on Islamic
studies in junior secondary schools in Kaduna state. This existing gap in
research has prompted this study. Against this backdrop, this study assessed
the availability and utilization of instructional materials for teaching
Islamic studies in junior secondary schools in Kaduna state.
1.3 Objectives of
the Study
The
objectives of this study are to:
1.
assess the responses of male and
female teachers on availability of instructional materials for teaching of
Islamic studies in junior secondary schools, Kaduna State;
2.
determine the extent to which urban
and rural teachers utilize instructional materials for teaching of Islamic
studies in junior secondary schools, Kaduna State;
3.
investigate the relevance of
instructional materials to male and female teachers in teaching of Islamic
studies in junior secondary schools, Kaduna State; and
4.
find out the obstacles to effective
utilization of instructional materials in teaching of Islamic Studies in urban
and rural junior secondary schools in Kaduna State.
In order to achieve the objectives of this study, the
following research questions are raised to guide the investigation:
1.
What are the responses of male and
female teachers on instructional materials available for teaching of Islamic
studies in junior secondary schools in Kaduna State?
2.
Which of the instructional materials
are utilized by urban and rural teachers for teaching of Islamic studies in
junior secondary schools, Kaduna State?
3.
In what way are instructional
materials relevant to male and female Islamic studies teachers in junior
secondary schools, Kaduna State?
4.
What are the obstacles to effective
utilization of instructional materials among urban and rural Islamic Studies
teachers in junior secondary schools, Kaduna State?
1.5
Hypotheses
The
following null hypotheses were tested in the study:
1.
There is no significant
difference between the responses of male and female teachers on instructional
materials available for teaching of Islamic studies in junior secondary
schools, Kaduna State.
2.
There is no significant
difference between the responses of urban and rural teachers on utilization of
instructional materials for teaching Islamic Studies in junior secondary
schools, Kaduna State.
3.
There is no significant
difference between the responses of urban and rural teachers on relevance of
instructional materials in teaching of Islamic Studies in junior secondary
schools, Kaduna State.
4.
There is no significant
difference between the responses of male and female teachers on obstacles faced
in utilization of instructional materials for teaching of Islamic Studies in
junior secondary schools, Kaduna State.
The
study was based on the following assumptions:
1.
It is assumed that there is
difference in the opinions of respondents on the types of instructional
materials available for teaching of Islamic studies in junior secondary
schools, Kaduna State.
2.
It is assumed that there is
difference in opinions of respondents on utilization of instructional materials
for teaching of Islamic Studies in junior secondary schools, Kaduna State
3.
It is assumed that there is
difference in opinions of respondents on the relevance of instructional
materials in teaching of Islamic studies in junior secondary schools, Kaduna
State
4.
It is assumed that there is
difference in opinions of respondents on
obstacles faced in
utilization
of instructional materials for effective teaching of Islamic Studies in junior
secondary schools, Kaduna State.
1.7
Significance of the Study
The study is
expected to be of great significance to various groups and individuals like the
Ministry of Education, policy makers, curriculum planners, principals and
teachers. Findings of this study will help to assess the effectiveness of the
stated objectives of secondary school –Islamic Studies curriculum.
Subsequently, the findings of the study will help Islamic Studies teachers in
choosing an appropriate instructional material capable of relieving students‟
tension towards the subject thus improving students‟ academic performance in
Islamic Studies. It will motivate Islamic Studies teachers to develop interest
towards utilizing suitable teaching materials that will be a possible means
towards reducing problems in the teaching and learning of Islamic Studies. Findings
of this study will help clarify among the teachers the need for continuous and
regular improvisation of suitable instructional materials for teaching and learning of Islamic
Studies. Moreover, the results of this study will be of great significance to
the Islamic Studies curriculum planners. The curriculum developers will find
the work useful in reviewing the Islamic Studies curriculum by seriously laying
emphasis on utilization of instructional materials so as to meet up with
emerging needs of the society. This study will be of immense benefit to
researchers in the field of Islamic Studies by forming a basis for further
studies on the usage of instructional materials and teachers‟ quality in
learning of Islamic Studies as a subject.
The study will also
equip educational administrators in the Ministry of Education as well as
educational test and measurement experts on the need to provide instructional
materials for teaching Islamic Studies in secondary schools particularly in
selected secondary schools and the Kaduna State. The study will also be useful
in educational policy making. The research will equally arouse Instructional
Resources funding agencies such as Federal Ministry of Education, National
Teachers‟ Institutes and other professional bodies to formulate educational
polices which may be useful in the implementation of Islamic Studies
curriculum.
1.8 Scope of the
Study
This research work is focused
on the assessment of availability and utilization of instructional materials
for the teaching and learning of Islamic studies in junior secondary schools in
Kaduna State. The content of the study focused on the availability,
utilization, relevance and obstacles to effective utilization of instructional
materials for teaching and learning of Islamic studies in Kaduna state. The
study will cover all public Junior Secondary Schools in Local Government Areas
of Zaria and Kudan (Zone A), Giwa and Birnin – Gwari (Zone B) and Kagarko and
Kauru (Zone C). The fact is that, all the schools in these local government
areas teach Islamic studies as a subject. The study will focus on Islamic studies teachers in the
aforementioned schools in local government areas to be covered by the study.
This is based on the fact that, it is the teachers who use these instrumental
materials in teaching of the students.
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