The Impact Of Information And Communication Technology In Teaching And Learning Of Islamic Study In Junior Secondary School Students

Final Year Research Project and Seminar Material on Technology Education

The Impact Of Information And Communication Technology In Teaching And Learning Of Islamic Study In Junior Secondary School Students


Abstract


This study has its titled as “The Impact of Information and Communication Technology in Teaching and Learning of Islamic Study in Junior Secondary School Students”. The specific objectives for the study were:- To investigate the effects of ICT facilities in teaching JSS Islamic Studies, to find out how the use of ICT facilities in teaching JSS Islamic studies enhances the performance of male and female students and to compare the performance of students taught using ICT facilities at pre-test and post-test and those taught using traditional method of teaching. Three (3) research questions and three (3) null hypotheses were formulated to serve as guide for this study. A sample of 100 students were proportionally selected out of 2162 population and were placed into experimental and control groups. The study made use of a standardized achievement test items as the instrument for data collection, the scores obtained were analysed using the t-test statistical method. Quasi-experiment design involving the pre-test and post-test was employed for the purpose of this study. The result obtained in this study showed that out of the three (3) null hypotheses formulated and tested at 0.05 level of significance two were rejected while one was retained, the rejection was attributed to the exposure of ICT facilities to experimental group which indicated that t-value is greater than t-critical in the first Ho and third Ho while in the second Ho its retention indicated a similar result in the t-value and in t-critical. The findings revealed that ICT facilities have a significant role on the performance of Jss Students. In view of the above findings it is concluded that effective use of ICT facilities in teaching should be employed as it will enhance student’s performance of in JSS level of education.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background to the Study

Information and communication Technology (ICT) is becoming increasingly important in today’s world which is named information age because it is believed to be able to accommodate and speed up our entry into information based environment. In addition it should be accessible, relevant and delivered in an efficient manner. ICT is presently considered as a determinate factor for the success of one nation. It is a dynamic field, which has great impact on the society in several dimensions-ethical, social and political. One of the major areas that are significantly affected by this silent revolution is promoting Islamic knowledge.

In Islam all beneficial new developments in the fields of science and cultural achievements should be adopted, if they are not already present, and efforts should be made to bring them to the Muslim society, develop them and perfect them. This is a communal obligation (fard kifaya), as the Muslim scholars stated, and it requires paying attention to scientific research and allocating large sums of money to it. Those who are unfamiliar with the Qur’an might, be questioning themselves about the relationship between the Qur’an, which is a book, revealed in more than 1433 years ago and Information and Communication Technology, which is an invention of this century. Al-Qur’an is the book of knowledge and the first sources of Islamic law, which contains general principles applicable for all times and places. As the Divine Guidance is related to faith and belief, so it encompasses the practical sphere of human life as well as the spiritual aspect. The Qur’an and Sunnah therefore, have been provided with the principles as comprehensive as to offer the Muslims such solutions to their ever-emerging problems. Which on one hand, are well-balanced and consistent with the human nature; and hold good and ensure real success for them on the other hand, apart from that those problems and issues are occasioned by the circumstantial change or by the emergence of new means and hitherto unknown inventions.

The Prophet (SAW) and early Muslim scholars have possessed an exemplary model on how one should deal with the knowledge. They employed whatever means, were available at that time to access information, store, and process and distribute their ideas and knowledge. Because of their positive attitudes towards knowledge, Islam emerged as a great civilization for centuries. Islam categorized knowledge into two. The first category of knowledge is that endeared by Allah to operate through revelation. This knowledge is regarded as the highest form of knowledge and eventually is made compulsory on every Muslim to learn, comprehend and implement. The second type of knowledge is that acquired by human via rational inquiry based on experience and observation, which normally concern with worldly matter. This latter form of knowledge includes tanzur (observation), tadabbur (deliberation), tathakkur (recollection), takfakkur (consideration), tabassur (understanding) and ta’aqul (rationalization), all of which is mention in the Qur’an as mechanisms to gather knowledge. It is in the latter category lies the field of ICT. In this respect ICT is not alien to Islam. In fact, the technology have adopted and used-in a different way-by Muslim scholars in the early Islamic history. Hence, the usage of ICT to enhance the teaching and learning of Arabic and Islamic Studies is merely not a new issue in Islam. Service and applications offered by the technology can efficiently be utilized in order to distribute and increase the level of understanding the Islamic knowledge.

Therefore great efforts are being made by Muslim scholars, scientists and intellectuals in evaluating the impacts of ICT on Islam, and at the same time, initiating ways to promoting Islamic Studies and information through the use of ICT. ICT is becoming a new engine for Muslims all over the world to collect, exchange, share and spread information about Islam. Services and applications offered by the ICT technology can be efficiently used in order to distribute and increase the level of understanding of Islamic knowledge. One of the greatest benefits to be gained from the use of ICT is Internet. It can be the most useful tool to disseminate Islamic knowledge and information and can be efficiently utilized in promoting teaching. Prevalent use of ICT by Religious studies teachers, particularly Arabic and Islamic Studies teachers may be achieved by educating those of them who do not have prior knowledge of ICT. In Islam, the use of modern technology is encouraged as it helps in the development of positive thinking, the ability to innovate and drive for self improvement. It is against this background that this study seeks to examine the impact of information and communication technology in teaching and learning of Islamic study in junior secondary school students.


1.2 Statement of the Problem

It has been observed by Jimoh (NATAIS 1999) that Islamic Studies as a subject in secondary schools in Nigeria faces severe problems in relation to its curriculum content and delivery by the Islamic studies teachers. However it is unfortunate to observe that Islamic studies has been neglected by the learners and its content delivery by teachers has been too slow.

Similarly, it has been observed by Arikewuyo (NATAIS 1999) that teaching and learning of Islamic studies in secondary schools was bedeviled with multi-dimensional problems which impede successful implementation of the curriculum. At the centre, the most clear learning problems are the teachers who are ill-equipped for the task ahead, unqualified, complexity of the curriculum, inadequacy of instructional facilities for example, ICT facilities.

As a result, the 2006 examination of Islamic studies which was recorded by inspectorate Division Ministry of Education, Zaria, that the overall performance of students was 46.8%, in 2007, it is only 43.3% in 2008 while in 2010, it was 42.6%.
In view of the above this research work is set to solve the problems of academic failure in Islamic studies subject and improve the academic performance of students through the use of ICT facilities in teaching the curriculum of the subject by finding out the effect of the ICT facilities in teaching Islamic studies curriculum.


1.3 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:

  1. Investigate the effects of ICT facilities in teaching JSS Islamic studies.
  2. Find out how the use of ICT facilities in teaching JSS Islamic studies enhances academic performance of male and female students.
  3. 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.

1.4 Research Questions

The study intends to provide answers to the following questions:

  1. What are the effects of ICT facilities in teaching JSS Islamic studies?
  2. How does the use of ICT facilities in teaching JSS Islamic studies enhance the performance of male and female students?
  3. Is there difference in the performance at pre-test and post test of students taught Islamic studies using ICT facilities and those taught using traditional method of teaching?

1.5 Research Hypotheses

In line with the research questions, the following null hypotheses were raised for this study:

  • Ho1: The use of ICT facilities has no significant effect on JSS students academic performance in Islamic Studies
  • Ho2: There is no significant difference in the performance of male and female students exposed to ICT facilities in teaching Islamic studies.
  • Ho3: There is no significant difference in the pre test and post test scores of JSS students taught Islamic studies using ICT facilities and those taught using traditional method of teaching.

1.6 Significance of the Study

The result of this study will be significant through the following ways:-

  1. The findings will help policy makers realize that the world is becoming a global village with varieties of ICT facilities that can enhance teaching and learning.
  2. The finding had revealed to government, educational planners and teachers that ICT facilities have the potential to contribute in different faces of educational development and effective teaching and learning.
  3. The research findings will be useful to education policy makers and curriculum developers of JSS Islamic studies curriculum as it will make them appreciate the need to make necessary adjustments especially on incorporation of full and comprehensive use of ICT facilities such as television, DVD, Radio and other devices i.e information and communication technology (ICT) in teaching Islamic studies.
  4. The study findings will suggest to policy makers the need to provide necessary ICT facilities to Islamic Studies teachers, this will enable them achieve National Educational goals as spelt out in National Policy of Education (2004), which emphasized on inculcating values of faith in man’s ability to make rational decision and inculcate moral and spiritual principles, inter-personal and human relations.
  5. The outcome of this study finding will also suggest ways of effective use of ICT facilities to enhance teaching and learning in Junior Secondary Schools.
  6. The study finding will add more light on the importance of ICT in the teaching of Islamic studies in secondary schools.

1.7 Scope of the Study

The study is on the effect of ICT in teaching Islamic studies curriculum on academic performance of junior secondary school students in Zaria inspectorate Division of Kaduna State. The research was restricted to students of JSSII Public junior Secondary Schools under Zaria Inspectorate Division of Kaduna State.


1.8 Limitation of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.


1.9 Definition of Terms

Motivation:

This the process through which individual are charged to increase their action or performance either by internal or external factors.

Academic Performance:

This is used in the study to refers to students’ attitude to competition for excellent in their attitude toward participating in classroom activities and home work. It also used to students’ interest in learning.


1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

  • Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five


Summary, Conclusion and Recommendations

5.1 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.


5.2 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.


5.3 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:-

  1. 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.
  2. 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.
  3. 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 discriminative.

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.


5.4 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.

  1. 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 students.
  2. Both male and female students should be taught Islamic studies using ICT facilities by teachers as using ICT facilities is not gender discriminative.
  3. 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 used.

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