ABSTRACT
The study on the “Analysis of Students’ Achievement in
Islamic Studies using Different Teaching Methods in Selected Public Secondary
Schools in Kano Metropolis, Kano State, Nigeria” adopted pretest, post-test
quasi experimental design. The students were assessed using two experimental
groups and one control group. The students in experimental groups were taught
certain Islamic studies concepts through guided inquiry method and guided
lecture method. The control groups were not treated. The population of the
study consisted of all SS III students in selected schools in Kano metropolis.
The researcher used purposive sampling techniques to draw samples of SS III
students of Islamic studies in the sampled schools. The data collected were
analyzed and the hypotheses were tested using inferential statistics.
Hypotheses one and two were tested using independent t-test. While Analysis of
covariance was used in testing Hypothesis three, Man-Whitney was used to test
hypothesis four. The findings revealed among other things that students taught
using guided inquiry and lecture method performed better in Islamic
studies.Gender has significant effects on students’ performance in Islamic
studies. It is recommended that teachers of Islamic studies should adopt
inquiry teaching methods and guided lecture method to replace traditional
method to enhance students’ performance in Islamic studies.
CHAPTER ONE
INTRODUCTION
1.1 Background to
the Study
Islamic Studies is a subject taught in secondary schools at
both senior and junior levels. This subject area represents complete aspects of
Islam because it deals with Qur’an, Hadith and other basic Islamic system of
worship. The teachings in Islamic studies are expected to mold the behaviour of
students. The teachings prepare individual learners with the awareness and
understanding that would transform them into citizens that ca contribute
positively towards the development of the society. The nature and scope of
Islamic studies in Nigerian schools make emphasis on students’ familiarity with
the teachings of Qur’an and Hadith to make learners become aware of their duties
on earth and prepare for the next world.
Islamic Studies is increasingly vital in helping to create
individuals who are actively involved in making the society morally sound.
Islamic studies knowledge enables the learners to become aware of their
responsibilities in the society. To enable the students acquire the knowledge
effectively require appropriate instructional strategies that will facilitate
all round development of students in terms of cognitive, affective and
psychomotor domains. It is not out of placeto say no single method of learning
can effectively be appropriate to all learning situations. Therefore, there is
no best method of teaching Islamic studies since learning depends on situations.
At any level of education, teaching is established to bring a
fundamental change in the learning. Teachers are expected to apply appropriate
teaching methods to facilitate process necessary for knowledge transmission
towards achievement of specific objectives of the system. According to Ganyaupfu (2013) in the
traditional method, many teaching practitioners widely applied inquiry method
to impact to learners the appropriate skills. However, questions about the
effectiveness of teaching methods on the students’ learning have consistently
raised considerable interest in educational research, High Tower etal (2011).
Studies on teaching and learning examine how different teaching methods could
enhance growth in students’ learning were carried out.
It is believed by Ayeniye (2011) that teaching is a continues
process that involved bringing about desirable changes in learners through the
use of appropriate methods to bring desirable changes in students teachers’ method
of teaching need to beappropriate for the subject matter, Adumola (2011). It is
opined by Bharadwaj and Pal (2011) that teaching methods work effectively
mainly if they suit learners’ needs since every learner interprets and responds
to question in a unique way, Chang (2010). This was captured in Zeeb (2004)
when he noted that alignment of teaching method with the students’ needs and
preferred learning influence students’ academic attainments.
In lecture method, students obtain information from the
teacher devoid of building their engagement level with the subject. This method
is least practical, theoretical and full of memorization. It does not
encourage students to learn real life problems based on the knowledge of
application through activity based learning. In this method of teaching, the
teacher controls the transmission and sharing of knowledge. The teacher makes
attempt to maximize the delivery of information and also minimizes time and
effort. Thus, the interest and understanding of students may be affected. Where
Islamic studies teacher in secondary school focuses mainly on dispensing,
definitions and procedures for students to memorize concepts, their
understanding on the subject may be affected.
Inquiry method enhances active learning. The method promotes
interest,analytical research and critical thinking among students. The inquiry
method is considered to be more appropriate in teaching because it does not
centralize the flow of knowledge from the teacher to the students, the method
is widely adopted by teachers because it motivates goal-oriented behavior among
students. Therefore, the method is an effective mean to improve students’
achievement. If this method is adopted by Islamic Studies teachers, it could
enhance students’ performances in secondary schools in Kano metropolis.
In lecture method, the strategies used by the teacher are
applied during teaching. Under this method, it is common to observe the subject
information produces by the learners. However, under inquiry method, the
strategies are understood better than the lecture method. Strategies used by
the teacher to present information are understood by the learners. Under this
approach, the students are encouraged to search for relevant knowledge instead
of the teacher making monopoly of information transmission to the learners.
This approach to teaching was successful in many places because of its
effectiveness in improving academic performance, Damodharan and Rengarjan
(1999). If inquiry method could be applied in teaching Islamic Studies in
secondary schools in Kano metropolis, it is expected that students’ achievement
could be enhanced.
The above arguments motivated the researcher to carry out the
Kano metropolis. Thus, the study is set to analyze student’s achievements in
Islamic Studies using different teaching methods in selected secondary schools
in Kano metropolis in Kano state, Nigeria.
1.2 Statement of the Problem
Teaching is a means to assist students to learn. Good
teaching is characterized by proper teaching methods. Thus, methods of teaching
assist in education. The strategies used in teaching are meant to make teachers
successful in their bid to disseminate knowledge of their area of
specialization. Islamic Studies is a subject that is taught in many secondary
schools in Nigeria. It is taught in secondary schools as a compulsory subject
for students who are Muslims. It is taught in schools irrespective of diversify
in culture, ethnicity and social economic background of student. Islamic
studies is taught in secondary schools by different teach gin methods such as
lecture method discussion, method, textbook method, study tours, problem
teaching methods, team teaching and enquiry methods. However, little effort is
made on the factors that are necessary for selection of the appropriate teaching
method. The methods used in teaching students in secondary schools are not
effective for their teaching and learning and this effects their academic
achievement. Much as the teacher is at liberty to select the strategy according
to the need of students, this approach may be a fatal effort if the teacher
fails in his scheme of handling issues that relate to method he adopts.
Teaching methods could be seen as patterns of teacher behavior that occur
either in simultaneous or sequential order.
1.3 Objectives of
the Study
The study was set to achieve the following objectives:
1. Examine the performance of students in Islamic Studies taught
using inquiry and lecture methods and student-centred method in secondary
schools in Kano metropolis.
2. Determine the performance of students in Islamic Studies
using experimental and control groups in secondary schools in Kano metropolis.
3. Ascertain the effects of gender on students’ performance in
Islamic Studies using Inquiry and lecture methods of instruction in selected
secondary schools in Kano metropolis.
4. Find out the influence of Inquiry and lecture methods on
students’ attitudes towards Islamic Studies in secondary schools in Kano
metropolis.
1.4 Research
Questions
The study answered the following questions:
1. what is the difference in students’ performance in Islamic
Studies when taught using inquiry method and lecture method in secondary
schools in Kano metropolis?
2. what is the performance of students in Islamic Studies when
taught using experimental and control groups in secondary school in Kano
metropolis?
3. what are the effects of gender on students’ performances in
Islamic Studies when taught using inquiry and lecture methods of instruction in
selected secondary school in Kano metropolis?
4. what is the influence of inquiry and lecture methods on
students’ attitudes towards Islamic Studies in selected secondary school in
Kano metropolis?
1.5 Hypotheses
The following hypotheses were formulated and tested at 0.05
level of significance:
1. There is no significant difference in students’ performance
in Islamic Studies when taught inquiry method and lecture method in selected
secondary schools in Kano Metropolis;
2. There is no significant difference in students’ performance
in Islamic Studies when taught using experimental and control groups in
Selected Secondary Schools in Kano metropolis;
3. There is no significant difference in male and female
students’ performance in
4. Islamic Studies when taught using inquiryand lecture methods
in selected secondary school in Kano metropolis;
5. Inquiryand lecture methods have no significant influence on
students’ attitudes towards Islamic Studies in selected secondary school in
Kano metropolis.
1.6 Basic
Assumptions
The study is based on the assumptions that:
1. The students taught using inquiry method could perform well
in Islamic Studies compared with those taught using lecture method in selected
secondary schools in Kano Metropolis.
2. The students’performances in Islamic Studies taught using experimental
and control groups were not significantly different in selected secondary
schools in Kano metropolis.
3. Gender was not a barrier to students’performance in Islamic
Studies in selected secondary schools in Kano metropolis.
4. Inquiry and lecture methods of instruction have no influence
on students’ attitudes towards Islamic Studies in selected secondary schools in
Kano metropolis.
1.7 Significance
of the Study
The findings of this study shall reveal the teaching method
that could influence good performance of students in Islamic Studies. The
findings will be of interest to curriculum planners, schools principals and Heads of
Departments as well as agencies responsible for curriculum developments. The
finding could also facilitate the appropriate curriculum policies and programs
which could pave way for affective teaching and learning of Islamic Studies.
The findings will reveal the teaching method suitable for both male and female
students. Islamic Studies students would benefit with the result of this study
since their level of awareness and understanding issues related to inquiry
method, lecture method and traditional method could be used to enable better
performance ofstudents through identification of individual needs of students in
the class. Lastly, the findings of the study could be very useful as a
reference material and contribute to the existence literature in teaching
method for Islamic Studies.
1.8 Scope of the
Study
This work analyzed the students’ achievement in Islamic Studies
using inquiry, lecture and traditional methods of instructions in selected
secondary schools in Kano metropolis. The study is delimited to school for
Arabic selected (S.A.S) Kano and Government Girls’ Secondary School Shekara in
Kano Metropolis. Participants of the study were restricted to SS III students
in the two schools. Lastly, the study delimits itself to concepts of
inquiry method, lecture method and traditional method.
For more Islamic Studies Projects Click here
================================================================
Item Type: Project Material | Size: 70 pages | Chapters: 1-5
Format: MS Word | Delivery: Within 30Mins.
================================================================
No comments:
Post a Comment
Note: Only a member of this blog may post a comment.