ABSTRACT
This study assessed the availability and utilization of
computer packages in teaching and learning of Islamic Studies in secondary
schools in Kaduna State. The research work was as a result of ineffective usage
of instructional materials in teaching and learning of Islamic Studies by
teachers of Islamic Studies because of their inability to interact with the
teaching environment such as the use of computers. According to WAEC Chief
Examiner‟s report, this has led to the students‟ subsequent years of poor
performance in the WAEC results of 2012, 2013, 2014 and 2015. Survey research
design was used for the study.The sample for the study comprised of 300
students made up of 199 males and 101 females and 46 teachers made up of 31
males and 15 females of Islamic Studies, selected from the three senatorial
zones of Kaduna State. Simple random sampling was used to select the number of
the students and teachers in the three senatorial zones. A structured
questionnaire on the availability and utilization of computer was used for data
collection.The instrument was validated by three experts in relevant fields.
The pilot study was conducted in two Government Secondary Schools in Katsina
State and was part of the target population. Cronbach Alpha was used to
determine the reliability of the instrument and a value of 0.81 was
obtained.Mean and standard deviation were used to answer the research
questions. All hypotheses were tested at 0.05 level of significance using t-
test. The findings indicated that, the computer equipment available in the
Schools were adequate for teaching and learning of Islamic Studies in Kaduna State‟s
Secondary Schools and were adequately utilized. However, there are many
challenges facing the utilization of computers for the teaching and learning of
Islamic Studies in Secondary Schools in Kaduna State among which are inadequate
computer hardware, poor infrastructural facilities and poor power supply. It
was recommended that provision of computer hardware and software be given
priority.
CHAPTER
ONE
INTRODUCTION
1.1 Background
to the Study
Religion is a social
institution of a belief system, a mental complex and a system of worship found
in every human society. Religion as a social institution is characterized by
its universality, its rituals, its sacredness and its persistence Nseabasi
& Oluwabamide (2008) Religion exists in all societies because, it offer
answers and some purported solutions to such ultimate questions as why we fail
or succeed and why we die (Udo, 2006). Different culture produce vary different
systems of religious beliefs but, they all share a common feature, theycentre
on a fundamental belief in the supernatural. Religion is the root of formal
education in Nigeria (Udo, 2006).
Education has been the pillar
upon which all meaningful national developments are built. It is the instrument
which sets the pace for growth, development and understanding of issues in
their entire ramification (Dalhatu, 2010). For education to be relevant in a
society, it has to be effectively taught. And this can only be achieved through
the appropriate use of teaching methods, instructional materials and its
relevance to the teaching of Islamic Studies. Teaching method is an orderly
procedure in which a teacher uses to direct students in the development of
knowledge, skills, attitudes and habits (Habila, 2008). Instructional materials
are those things which a teacher uses or manipulates in the process of his
teaching in order to enhance learning process (Ogunleye, 2004). Dalhatu (2010)
defined instructional materials as those hardwares or sets of tools at the
disposal of a teacher that help in facilitating teaching and learning and
development of knowledge in Secondary Schools.
The development of knowledge,
skill, attitude and character is an important function of educational
institution known as school; this made Federal Government of Nigeria (FGN,
2004), to emphasize on the need to equip youth with general education and religious
knowledge which should be acquired right from Secondary School. Secondary
School is the second tier of institution in Nigeria which is designed to
prepare individual youth to acquire knowledge of arts, science, skills,
attitudes and sound moral character required as graduate at sub-professional
level. Secondary Schools give full trainingintended to prepare students for
entry into various discipline subject areas, among which include Islamic
Studies (Magaji, 2015).
Islamic Studies is to
facilitate the growth of the total personality of man through the training of
man‟s spirit, intellect, rational, self- feelings and bodily senses. In Islam,
knowledge without faith and good behaviour is only a partial knowledge or a new
kind of ignorance (Yusuf & Umar 2014). Generally, the aims and objectives
of Islamic Studies is to develop the whole personality of the individual who is
religious, moral, honest, sociable, humble, generous, kind, patient, obedient,
tolerant and lenient to all mankind regardless of their social status, tribe,
rank, or nationality. The knowledge of Islamic Studies is being taught to the
students by the help of a teacher. The teacher as the implementer of any
curriculum materials or subject programme has the greatest influence on the
teaching and learning process. A teacher is a person who acquired knowledge in
a formal training system that equipped them with required pedagogy for
effective transmission of knowledge tostudents, (FGN, 2004). For effective
teaching of Islamic Studies to take place, it is considered appropriate that,
prospective Islamic teachers interact with teaching environment. At present,
most of the teachers of Islamic Studies emphasized more on the theoretical aspects in the laboratory
or classroom with little or no practical due to lack of computer facilities.
For a teacher to achieve the objectives of Islamic Studies, the teacher must
demonstrate the ability to bring intended learning outcome and show positive
attitude towards the use of computer (Patrick, 2013).
Computer is an electronic
device for storing and analyzing information fed into it. Paul, Moses and
Brandford (2013) sees computer as electronic device that can quickly receive,
store, process and retrieve information fed into it. Imahe and Imhonda (2005)
defined computer as a machine that aid man in his common and complex businesses
in life. Also, computer plays an influential part in accomplishing many
pedagogical functions such as measuring and evaluating knowledge, giving
feedback, observing activities and performance of students, providing students
with motivation and considering individual differences, regulating education
level according to existing knowledge and progress of the students and
supporting instruction with such materials as graphics, pictures, animation and
sound Sahin & Yildirim(2000).Computer has different applications in various
fields especially the field of education. It is useful and helpful in the
teaching and learning process (Setzer, 2000). Therefore, computer has a great
effect upon our educational system as such; teachers should interact with the
physical reality of the computer and learn how to use the computer.
The importance of computer as
instructional materials in teaching and learning cannot be overemphasized, considering
the role it plays if used effectively. In the arts of teaching and learning,
computer facilitates active learning among students and it saves teachers time
and energy (Dalhat, 2010). Computer is an instructional material which helps
the teachers to discharge their duties effectively (Obinna, 2012). Effective utilization of computer in teaching and learning promotes
good retentive memory because, the students see, hear and observe (Dalhat,
2010, Obinna, 2012). Therefore, the rate of remembrance is enhanced. The use of
computer cannot be achieved without the availability of the functional computer
in the schools ( Jimoh, 2009).
Availability of computer as
instructional materials can be referred to as having the required computers in
their desired quantity (Obinna, 2012). Digbori-Bestman (2011) defines
availability as a state of being sufficient in satisfying the requirements.
Ogunleye (2004) defines availability as enough in quantity or a good enough
quality for a particular purpose. However, it is essential to equip the school
computer laboratory with enough computers as instructional materials for
effective teaching and learning to achieve the aim of producing students with
sound knowledge, attitudes and characters. Provisions of availability of
computer as an instructional material for Islamic Studies teachers are
paramount for attainment of Islamic Studies objectives (Dalhat, 2010).
Availability for the purpose of this study is the provision of sufficient
computers as instructional materials for Islamic teachers in teaching and
learning of Islamic Studies in Secondary Schools in Kaduna State. Kaduna State
is the centre of Northern Nigeria and centre of Islam for coordinating
activities of Muslims in Nigeria (Abubakar & Lolo 2014).
The purpose of teaching and
learning implies that, the students comprehend and relate what is being
presented rather than to memorize it verbatim. Meaningful teaching and learning
is expected to be carried out using instructional material such as computer to
enhancestudents‟ performance and interest in Islamic Studies,which is lacking.
This has prompted the need for the research on availability and utilization of
computer in teaching and learning of Islamic Studies in Secondary Schools in
Kaduna State.
1.2 Statement
of the Problem
The Chief Examiner‟s report of
West Africa Examination Council2012, 2013, 2014 and 2015 statistics showed
that, theperformances of students in Islamic Studies in external
examinationisbelow average especially in Kaduna State and Nigeria in
general.The government and the general public blamed the poor performance of
Islamic Studies on unqualified teachers employed with little or no teaching
methods, lack of appropriate or obsolete instructional materials such as wooden
tablets and poor attitude of teachers and learners toward the use of computer
in teaching and learning of Islamic Studies, (Diraso, Manabete, Amalo, Mbudai,
Arabi and Jaoji, 2013). This has been a source of worry to researchers,
teachers, parents and the students themselves. Teachers‟ use of ineffective
instructional materials in teaching Islamic Studies has been found to
contribute to this persistent poor achievement in Islamic Studies (Dalhatu,
2010).
There is the need therefore, to
explore the effectiveness of other instructional materials to see if they can
enhance achievement and interest of learners in learning Islamic Studies. One
of such instructional material is the Computer. Computers have been found to be
effective in some subjects like history, Christians Religion Studies among
others (Ifeakor, 2005).
The above appalling situation
in education in Kaduna State especially the Secondary Schools becomes
imperative to carryoutresearch on availability and utilization of computer in
teaching and learning of Islamic Studies in Secondary Schools in Kaduna State.
The aim of this study is to
assess availability and utilization of computer packages in teaching and
learning of Islamic Studies in Secondary Schools in Kaduna State. Specifically,
the study seeks to find out the:
i.
Level of teachers and students on
the availability of computer equipment for teaching and learning of Islamic
Studies in Kaduna State Secondary Schools.
ii.
Level of teachers on theutilization
of computer equipment for teaching of Islamic Studies in Kaduna State Secondary
Schools.
iii.
Levelof students on the utilization
of computers for learning of Islamic Studies in Kaduna State Secondary Schools.
iv.
Challenges faced by the teachers in
the utilization of computers for teaching of Islamic Studies in Kaduna State
Secondary Schools.
v.
Challenges faced by students in the
utilization of computers for learning of Islamic Studies in Kaduna State
Secondary Schools.
The
following research questions were raised to guide the study:
i.
What is the difference between the
mean opinion score of teachers and students on the level of availability of
computer equipment for teaching and learning of Islamic Studies in Kaduna State
Secondary Schools?
ii.
What is the difference between the
mean opinion score of teachers on the level of utilization of computer
equipment for teaching of Islamic Studies in Kaduna StateSecondary Schools?
iii.
What is the difference between the
mean opinion score of students on the level of utilization of computer
equipment for learning of Islamic Studies in Kaduna State Secondary Schools?
iv.
What is the difference between the
mean opinion score on the challenges faced by teachers in the utilization of
computer in teaching of Islamic Studies in Kaduna State Secondary Schools?
v.
What is the difference between the
mean opinion score on challenges faced by the students in the utilization of
computer in learning of Islamic Studies in Kaduna State Secondary Schools?
The
following null hypotheses were tested at 0.05level of significance:
Ho1There is no
significant difference between the mean responses of teachers and students on
the level of availability of computer equipment in teaching and learning of
Islamic Studies in Kaduna State Secondary Schools.
Ho2There is no
significant difference between the mean responses of teachers on the level of
utilization of computer equipment in teaching of Islamic Studies in Kaduna
State Secondary Schools.
Ho3There is no
significant difference between the mean responses of students on the level of
utilization of computer equipment in learning of Islamic Studies in Kaduna
State Secondary Schools.
Ho4There is no
significant difference between the mean responses of the challenges faced by
teachers on the utilization of computers in teaching of Islamic Studies in
Kaduna State Secondary Schools.
Ho5There is no
significant difference between the mean responses of the challengesfaced by
students on the utilization of computers in teaching and learning of Islamic
Studies in Kaduna State Secondary Schools.
In
conducting the research work, the Researcher made the following assumptions:
i.
That computers are available in
teaching and learning of Islamic Studies in Kaduna State Secondary Schools
ii.
That teachers and students in
Secondary Schools in Kaduna State make use of computers in teaching and
learning of Islamic Studies
iii.
That the perception of teachers and
students toward the use of computers in teaching and learning of Islamic
Studies in Kaduna State are positive
iv.
That there is no negative effects in
using computer in teaching and learning of Islamic Studies in Secondary Schools
in Kaduna State
1.7 Significance
of the Study
The findings of the study would
be of immense benefit to the students, teachers, government, curriculum
plannersand school administrators/principals, department of Islamic Studies,
ministry of education, parents and the general society.
The findings of the study would
be beneficial to the students, teachers, and parents with the knowledge that
would help them to accept the use of computer in teaching and learning of
Islamic Studies in Secondary Schools, the teachers would be able to teach the
students effectively with the outcome of the findings when computers are
provided. The findings of this study would also be of benefit to students and
teachers to do away with the old system of rote learning and embrace the new
system of innovative technology that is presently practiced by other subject
teachers and students. In a similar vein, the school administrators/principals
would benefit from the findings of the study to understand the importance of
computer in teaching and learning not only to teaching of concepts in Islamic Studies but, all other
subjects that are being taught in the Schools by the teachers concerned, this
would enhance teaching and learning in the Schools.
The findings of the study will
be significance to the Department of Educational Foundations and Curriculum,
especially Instruction Technology section, the study will give them ample
privilege to provide computers in the Instructional Technology Laboratory as
one of the instructional materials. It would assist the Ministry of Education
to take the right measures being the overseer of the government on the
secondary schools education, will benefit from the findings of this study to
assist them in suggesting the right measures to take in making computers
available in secondary schools and supervising their uses by teachers and
students. Curriculum Planners would find the recommendations of this study
relevant, as it will help them to discover the need to include the use of
computer in the School Curriculum.
Also from the findings of the
study, parents would appreciate the fact that their children are now being well
taught in school with the use of computers. The findings of the study will
benefits the larger community and the general public with the knowledge of how
to use computer and embrace the computer in teaching and learning of Islamic
Studies in School and at home, and more computer business centers would be
opened in the community for greater computer literacy and economic development.
The society in general stands to benefit in the overall dividends of the good
works carried out in this research dissertation because, the students will
later pass out of school to either join the labour market, become self-employed
or proceed to any tertiary institution to further their education where they
will need the computer as their aids for instructions. The research study is significance because; it will change the society
for good and economically develop the country at large.
1.8 Scope
of the Study
The study assessed the
availability and utilization of computer in teaching and learning of Islamic
Studies in Secondary School in Kaduna State. The study is restricted to
teachers and Senior Secondary Schools year two students of Islamic Studies in
Kaduna State.The study is also restricted to availability and utilization of
computers in teaching and learning of Islamic Studies in Secondary Schools in Kaduna
State, three senatorial zones comprising of Kaduna North, Kaduna South and
Kaduna Central. In each zone, two schools offering Islamic Studies wereselected
based on gender and geographical locations.
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