ABSTRACT
The study has examined the influence of teacher interactive variable on
students’ performance. This study has also examined the relationship between
Teachers’ Interactive Variables such as interest, qualification, attitude,
experience and self- efficacy on students’ academic achievement in Islamic
Studies of Senior Secondary School in Kaduna state. This was found to be
paramount because Islamic studies education needs more attention than any
subject owing to its enormous contributions to the moral development of youth
and old people in the societies and country in general. The interest, attitude
and qualification of Islamic Studies teachers play a vital role in any learning
process. The implementation of any curriculum depends on societal needs and
availability of teaching personnel and their willingness to impact the desired
knowledge to learners. The study was set to investigate the impact of teacher
interactive variables on students’ performance in Islamic studies in Senior
Secondary schools of Kaduna state. The respondents of the study comprise of 338
secondary school principals, teachers, supervisors and school administrators.
Questionnaire was used as the instrument for data collection. The data
collected were analyzed using Simple frequencies mean and standard deviation
was used for the research questions and f-test (ANOVA), and (PPMR) correlation
coefficient was used to test the hypotheses. Analysis of Variance (ANOVA) and
Correlation coefficient was used to retain or reject the null hypotheses. The study used survey
research design and applied the method of James sampling in which every two
thousand six hundred and fifty (2650) and above, one should take three hundred
and thirty as sample size of the research.
The result revealed that teacher interactive variables had significant
correlation with students’ academic performance in Islamic Studies. Although
one hypothesis was retain which accept that experience as no any impact on
students’ academic achievement. The study recommended that it is high time for
Islamic studies teachers to further their education and to have positive
changes in their attitude towards the teaching of the subject so that the
achievement of Islamic studies goals will not be hindered. Furthermore, the
stakeholders of Secondary School education are called upon to ensure that only
teachers who are qualified and have interest to teach the subject are employed.
Attention of curriculum reviewers has also been drawn to the fact that they
should design the Islamic Studies curriculum so that it will dance to the tune
of the present of society.
CHAPTER ONE INTRODUCTION
1.1 Background to the Study
Teachers
are central to any meaningful development of school, and majority of education policy discussions
focus directly on the role the teachers. There is prima facie case for the
concentration on teachers, because they are the largest single budgetary element
in the schools. Moreover, parents, teachers, and administrator emphasize the
fundamental role that teachers play in the determination of school quality. We
will not have better schools without better teachers, but we will not have
better teachers without better schools in which teachers can learn, practice,
and develop. Teacher is the most indispensable factor in the effective
administration of schools and any activity.
Teacher
in a professional usage is a person trained, recognized and employed to help
learning in and outside classroom situation in order to achieve predetermined
goal(s). Teacher since the evolution of human society remains the single most
important element that determines the future of the society he belongs to.
Teacher serves as the engine that moves the society out of illiteracy, crime,
poverty, disease, backwardness and stagnation. Teachers, the world over are
known to be the major instrument for character moulding, intellectual
development and nation building. They are also seen as facilitators of human development.Their incompetence hinders
development, teacher‟s work does not stop within the four walls of the class
room; teaching and learning begins the day one is born to the day he dies.
Adeniyi
(2002), says the term teacher is
often used to refer to anybody who imparts information or knowledge or merely
instructs anothers. Teacher is a person who imparts knowledge, wisdom and
information on a pupil, which brings permanent change in behaviours. Therefore,
the people responsible for delivering knowledge, who will realize the stated
goals and objectives must possess some qualities that will enable them, achieve
the stated aims, not just to an individual but to the society at large.
A
teacher plays a central role in the education of students. As such, to
facilitate learning, teachers have to display some sense of responsibility and
must possess some qualities of leadership that are essential for motivating
students. This calls for teachers to create a friendly environment that is free
of coercion in the institution. They must teach through cooperation,
facilitation, love and caring attitude and not by dictatorship, domination and
unnecessary punishment. They must try to raise students‟ self-esteem. A good
teacher creates trust, confidence, interest, enthusiasm and hope; and not by
instilling fear, frustration and disappointment. A good teacher is someone who
is always willing to learn something new so that he
can expand his knowledge in order to teach effectively and also assist on his
students to learn for a better future achievement.
Hallack
(1990), cited in Adeniyi (2002), says that the quality of the education system
depends on teachers‟ quality. This view is in line with the National Policy on
Education (NPE) (2004) page 9 which says that no education system can rise
above the quality of its teachers; Manson (1981) also cited in Adeniyi (2002),
supported the attribution of the success of an educational system to the
teacher. He argues that teachers‟ quality is an important input required for
high output. Ferguson (1999), is of the view that the quality of teachers in
our schools has for decades been a source of concern to all well meaning
Nigerians. There are speculations that has resulted in the fall in the
performance of students, especially at the secondary school level. This can be
attributed to a number of factors among which are teacher qualifications;
indeed teacher qualifications and their competency have a significant impact on
students‟ academic achievement.
The
teacher is always regarded as a model when he teaches correctly, the students
would be good, but this would not be so until the teacher has a very good and
sound knowledge of his subject-matter. For an Islamic Studies teacher to be good,
he is expected to have the knowledge of the Qur‟an, Hadith and Arabic language,
this is because the language of Islamic knowledge is Arabic. The Qur‟an and
Hadith are written in Arabic language. Translation can not adequately substitute the original
version Language, there can hardly be a perfect translation and no two
languages are the same. Furthermore, Arabic has a number of words that do not
have equivalence in many languages. The language was at infancy during Prophet
Adam, it reached the age of adolescence during the life time of Prophet
Muhammad. (Ahmed 2007). Islam as a divine religion is perfect, universal and
comprehensive. It is a religion that suits all times and it was revealed in
Arabic.
One
of the main components of a well-designed educational curriculum is assessment
of students‟ performance on the set objectives as well as analysing the
variables factors that affects students‟ performance. Teacher qualification is
one of the most significant variables that affect students‟ performance in
Islamic studies. Poor performance; of students comes as a partly as a result of
lack of competent and experienced teachers, this indicate that there is the
need for investigation to find out what cause the incompetence, inexperience
and the lack of qualified teachers.
Other
relevant variables that affect students‟ performance are interest, attitude of
teachers and lack of interest of the teachers in Islamic studies. These cause
poor performance of students as a result of the inferiority complex that the
teachers of Islamic studies show in their schools, because they regard their
subject as the least among other
subjects. Positive attitude, interest, dedications are among the qualities of a
competent teacher.
However
another teacher‟s variable is attitude. Attitude is concerned with an
individual‟s way of thinking, acting and behaving. Attitudes are formed as a
result of some kind of learning experiences. They could be learnt simply by
following the examples or opinion of parents, teachers or friend. Bandura
(1971) demonstrates that, behaviour is acquired by watching another (model,
teacher, parent, mentor, and friend.) that performs the behaviours. When the
attitude of a teacher is good, it plays a vital role in the teaching and learning
situation, the learner draws from his teachers‟ manner and disposition to form
his own attitude, which may likely affect his learning outcomes. The behaviour
of the teacher is a model; as soon as he acts in way the learner observes and
tries to imitate it. Teachers are habitually, role models whose behaviours are
easily copied by students. What a teacher likes or dislikes, or appreciates
could have a significant effect on his students‟ learning. Unfortunately, many
teachers hardly ever realize the effect of their behaviour negatively or
positively on learning.
In
essence, teachers‟ attitudes directly affect students‟ attitudes, teachers‟
attitudes are in turn, influenced by their cultures and believers. Teachers‟
attitudes towards their students in school must be good enough to carry
students along.
Although
the performance of students to a large extent depends on the teachers‟ ability
to impart knowledge, this also has bearing with some variables such as
self-efficacy, interest, attitudes, qualification and the experience expected
from the teachers. The attitude of teachers towards teaching exhibit their
qualifications and interest. An unhealthy attitude developed by students
towards studying Islamic Studies is connected to the teachers‟ attitude towards
teaching the subject. An interested and enthusiastic teacher transmits
knowledge and understanding of subject matter to the students.
Thus
the study focuses on the impact of teachers interactive variables on the
performance of students in Islamic Studies in secondary schools in Kaduna
State.
Statement of the Problem
Efforts
at improving the quality of the teacher as a means of ensuring students
achievement is a universal concern by all stake holders in education, Nigeria
should not be an exception. Good interaction with the students in the learning
process has more impact to their learning. Similarly, mastery of a subject
matter is vital for a successful teaching career. The issue of quality of
teachers and its effects on students‟ performance in Islamic Studies is an
important issue that needs to be taken seriously. Most of the teachers that
teach Islamic studies are not competent to and their attitude towards teaching
the subject is poor, their incompetence caused
negative consequences on the students‟ performance. (Ibrahim 2008)
What
motivated the researcher to undertake a research in teacher‟s interactive
variables is that variables towards the teaching of any subject play a
significant role in shaping the attitude of students. The problems specifically
include the fact that, some students have phobia on the teachers because of
their bad interaction with students. Several attempts by the government and
other stakeholders in education to achieve the formulated objectives of Islamic
studies, (it seems) have not yielded positive results particularly in Secondary
schools in Kaduna State. The failure rate is rising day in and day out.
Therefore, there is, the need to look and find out the causes of this poor
performance in Islamic Studies. The interaction between teacher and students
should be like father and son or similar affection. When there is fear between
teacher and students, learning may be hampered. This needs to be addressed for
its significance. Moreover the issue of qualification is of paramount
importance in the learning and teaching process.
The
connection between teacher-quality and students‟ leaning achievements in
Islamic studies requires an investigation in order to resolve this educational
problem. Interaction between teacher and students should not be only in class
room, because it is important to maintain a smooth relationship through which the teacher can achieve the aims and objectives of Islamic Studies education. This study is
going to discuss in detail on teachers‟ variables which would help both teachers
and government in curriculum planning.
In summary here are the
problems of the study:
Majority of the Islamic
Studies teachers i are not specialist in the subject. Many lack the knowledge
of Arabic language which is the language of the subject, they are inexperience,
they teach the subject as the last option and the worsening and deteriorating
condition of Islamic Studies teachers is the feeling of being inferior to other subjects‟ teachers.(Lack of self- esteem).
The
schools administrators disregard Islamic Studies subject because the class and examination time -table of the
subject are always towards the end of the day when the students are tired,
mentally exhausted and are eager to go home or dining hall for lunch.
Objectives of the Study
The study is set to
achieve the following objectives:
I.
to find out the views of respondents on the impact
of teachers‟ self- efficacy on students‟ performance in
Islamic Studies in Secondary Schools in Kaduna
State;
II.
to determine from views of respondents the impact of Teachers‟ Interest
on students‟ performance in Islamic Studies in Secondary Schools in Kaduna State;
III.
to examine the impact of Teachers‟ attitudes on students‟ performance in
Islamic Studies in Secondary Schools in Kaduna State as viewed by the respondents;
IV.
to find out whether Teachers‟ qualification has any impact on students‟
performance in Islamic Studies in senior secondary Schools in Kaduna State;
V.
to find out whether Teachers‟ years of teaching experience has any impact
on students‟ performance in Islamic Studies in Secondary Schools in Kaduna State.
In the light of the
problems and the objectives of the study stated, the study attempts to find
answers to the following questions:
I.
Is there any difference in the
views of respondents on the impact of teachers‟ self-efficacy on Secondary
Schools students‟ performance in Islamic Studies in Kaduna State?
II.
Is there any influence of teachers‟ interest on the performance of
Secondary Schools students in Islamic Studies in Kaduna state viewed by the respondents?
III.
Does the views of respondents on the impact of Teachers‟ attitude to students‟
performance in Islamic
Studies in Secondary
Schools
in Kaduna State; the
attitude of teacher influence students‟ performance in Islamic Studies in
senior secondary schools in Kaduna state?
IV.
Would the teachers‟ qualification affect their views on the academic
performance of students of Islamic studies in Secondary Schools in Kaduna state?
V.
Does the teachers‟ year of teaching experience affect their views on the
performance of students in Islamic Studies in Kaduna state?
The research would test
the following null hypotheses:
H 01: There is no significant impact of Teachers‟ self-efficacy on the
performance of Senior Secondary Schools students in Islamic Studies in Kaduna
State as viewed by the respondents
H 02: There is no significant impact of Teachers‟ interest on the performance of
Senior Secondary Schools students in Islamic Studies in Kaduna State viewed by
the respondents
H 03: There is no significant impact of
Teachers‟ attitudes on the performance of Senior Secondary Schools students in
Islamic Studies in Kaduna State viewed by the
respondents
H 04: There is
no significant difference in the opinion of respondents on the performance of
Senior Secondary Schools students in Islamic Studies in Kaduna State with
respect to their Teachers‟ qualification H
05: There is no significant difference in the opinion of respondents on the
performance of Senior Secondary Schools students in Islamic Studies in Kaduna
State with respect to their Teachers‟ experience
Basic Assumptions
This study is based on the following
assumption:
I.
It is assumed that Islamic Studies teachers
differ in their interactive variables.
II.
It
is assumed that the schools use the same syllabus in teaching Islamic Studies .
III.
It
is assumed that respondents possess the qualification and experience that
warrants them to respond to the questionnaire.
IV.
It
assumed that the experiment used for data collection is valid and reliable
enough to generate the needed data since it had been validated and trial tested.
V.
It
assumed that the result of the study can be applied to the others scholars
secondary school teaching Islamic studies in Kaduna State experience would help
immensely in teaching Islamic studies in senior secondary schools in Kaduna
state.
Significance of the Study
The
significance of the study lies in the fact that the society is dynamic, and the
curriculum which aims at serving the need of society must accommodate the
changes that occur. Curriculum evaluation is an elaborate exercise that
considers all aspects of the curriculum. The adequacy of goals and objectives,
content, learning experience, methods of instruction and instructional
materials for curriculum implementation, teacher and the evaluation procedures.
The researcher would examine the Impact of teacher interest, qualification,
attitude, self-efficacy, and teacher experience on the students‟ performance.
The
findings of the study are expected to guide government to revise its teacher‟s
recruitment policy. It is also expected to provide an insight to the
sustainability and effectiveness of teachers.
The
result of the study would also help policy makers and educationists to identify
some other problems in order to boost both teachers and students‟ performance
in Islamic Studies in senior secondary schools. The outcome of the study is therefore
expected to assist all stakeholders in the teaching of Islamic Studies as a
subject particularly at senior secondary school level, to fashion out
appropriate strategies that would enhance the teaching and learning of the
subject.
In
additions, the study would determine the adequacy and quality of teachers and
how they can influence effectively the teaching of Islamic studies as a subject
in Kaduna State. It will serve as reading resource that can provide necessary
information on quality of teachers and teaching variables. It will be useful to
the teachers, educational administrators and reference materials for further researchers.
Scope of the Study
The
scope of the study is limited to the teachers‟ variables such as self-
efficacy, qualification, interest, attitude and experience, and their impact on
students‟ performance in Islamic studies in senior secondary school of Kaduna
state.
Students
and teachers of Islamic Studies are the target of the study. The area covered
by the study is Kaduna state in which some schools were selected.
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