EFFECT OF INQUIRY METHOD ON ACADEMIC PERFORMANCE OF JUNIOR SECONDARY SCHOOLS STUDENTS IN ISLAMIC RELIGIOUS STUDIES IN KATSINA STATE, NIGERIA

ABSTRACT
This study investigated the Effect of Inquiry Method on Academic Performance of Junior Secondary Schools Students In I.R.S in Katsina State, Nigeria. The specific objectives of the study were: to determine the effect of inquiry method on academic performance of students taught I.R.S in JSS in Katsina state, ascertain the academic performance of male and female students taught I.R.S using inquiry method in JSS in Katsina state, and find out the academic performance of rural and urban students taught Islamic Religious Studies using inquiry method in JSS in Katsina State. Three research questions were answered while three null hypotheses were tested. The study discuss the concept of teaching method, the concept of inquiry method, types of inquiry method, planning the use of inquiry method, difference between inquiry method and conventional methods, characteristics of inquiry method and the concept of I.R.S. Others include the concept of academic performance, effect of inquiry method on student academic performance and strategies for measuring effect of inquiry method on students‟ performance. A total of one hundred and ninety (190) students were used in the conduct of the study, involving four intact classes. They were administered prepared researcher –made test before and after treatment. The analysis of the data collected was done using both descriptive and inferential statistics. At the descriptive level, descriptive statistical technique of means and standard deviations were used to respond to the three research questions. At the inferential level, the independent t-test statistical techniques were used to analysis the data collected and to test the research hypothesis. All the null hypotheses were tested at 0.05 alpha level of significance. Findings of the study indicated that significant difference exist on the effect of inquiry method on academic performance of students taught I.R.S in Junior Secondary Schools in Katsina state as they score higher in the test given. Likewise, finding showed that there was significant effect in the performance of male and female students taught Islamic Religious Studies using inquiry method in JSS in Katsina state. And there was a significant effect in the performance of rural and urban student taught I.R.S using inquiry method in JSS in Katsina state. Based on the findings, recommendations were made to the effect that Katsina State Ministry of Education should recruit more qualified professional I.R.S teachers to meet the present demand in JSS. School supervisors and administrators should ensure that teachers use inquiry method of teaching which is learned centered. A study such as this should be carry out in other states of the federation so that generalizations could be arrived at, because result from one state is too limited in nature.

CHAPTER ONE
INTRODUCTION
1.1       Background to the Study
Curriculum is the vehicle for facilitating education. It is a plan for providing sets of learning opportunities to achieve broad goals and related specific objectives for an identifiable population served by a single school center (Muhammed and El-Yakub, 2006:3) It is the planned and guided learning experiences and intended learning outcomes, formulated and provided under the auspices of the school, for the learner's continuous and willful growth in cognitive, affective and psychomotor competence. It is programme of studies and activities designed so that learners will attain as far as possible, certain educational goals and objectives. Curriculum thus involves all the actions of the school, which are aimed at getting the child to begin a course and at the end attain educational goals (Ivowi, 2003). It comprises of the courses or subjects and their contents to be studied by learners at all levels of education. Among such subjects is Islamic Religious Studies.

No discussion of the curriculum is complete without suggestions about method of its effective implementation. Method is what the professional teacher utilizes to maximize students learning. It is the procedure by which a goal is reached or a purpose accomplished or as a result achieved. It includes ways in which a teacher does things that cause changes in his students‟ behaviour. Teaching methods are very vital in the teaching-learning process. The method adopted by the teacher may promote or hinder learning. Effective methods stimulate students‟ interest in a topic, which is the bases for achieving desired objectives or it may discourage their initiatives and curiosity. Many teaching methods have been in use in the classroom and are still been successfully used. Some are used to develop specific information that is not generally found in reference text books, others are used to illustrate certain procedures and skills, or to stimulate interest along new line of thought. There are methods that encourage the development of creativity, ability or provide experience not easily secured in any other way. There is a variety of teaching methods for teachers to choose from according to the situation. There are methods that focus on the teacher and students, examples are discussion, problem-solving, laboratory method, questions and answers and so forth, and others focus on students for example role play, project, simulation games, inquiry and so forth. Some of these methods are more appropriate for a particular group than others. For instance, some are good for younger learners and some for older students; some are good for some subject areas than others. Teachers need to try arrays of methods to find out which one work best for diverse situations and needs.

Islam is a religion that is based on testimony of the existence and oneness of Allah (S.W.T) and the massengership of the Prophet (S.AW), the practical acts of worship (Ibadat) and the observance of moral teachings. It is a religion in which injunctions are translated into action. A Muslim child that goes to primary or post primary school must be taught how to practice and observe these religious activities. Thus, a Muslim child should be able to make Taharah (Purification) of both minor and major impurities. Students must be able to correctly observe the five daily prayers, students should also know the conditions governing Salat (prayer), Zakat (Charity), sawn (Fasting); and Hajj (Pilgrimage).

The National Policy on Education NPE (2009), emphasizes that Islamic Religious Studies is supposed to produce God-conscious and responsible citizen for Nigeria. Responsible citizens, are considered as those who value their country, cherish their cultural values and are ready to safeguard the interest of their country. NPE (2009), states that one of the objectives of Islamic Religious Studies is to lay a sound basis for moral habit as well as scientific, critical and reflective thinking. This would not be achieved if a suitable method of teaching is not properly indentified and utilized. Therefore, the NPE emphasizes the adequate choice of method of teaching by teachers so as to solve educational problems and enhance students learning (NPE, 2009).

Islamic Religious Studies (I.RS) is one of the subjects taught at Junior Secondary Schools across the country. It is aimed at inculcating moral and spiritual virtues into the minds of the learners in order to grow up and abide by provisions and teachings of their religion with fear of God. According to Fafunwa (1974), Religious training and moral institutions should educate and be regarded as fundamental to the development of sound education and should be accorded complete equality with secular subjects. Based on the aforementioned significance of Religious Studies to the development of sound education, the choice of effective teaching methodologies that will assist in the transmission of religious values and virtues is necessary and vital, as most of its teachers are accustomed to using Conventional Methods (class teaching) that focus on contents transmission with little or no chance for learners participation.

Different teaching methods develop different skills in the learners, a variety of teaching methods make the teacher‟s job more stimulating and enjoyable. Globally, Conventional Methods of teaching is considered obsolete; a big burden with little impact on the learning development of the child; the modern day educational systems emphasizes strongly on those teaching methods that will fully and actively involved the child learner rather than considering him as passive, ignorant and a mere recipient of knowledge. Involving child-learner in the teaching and learning via inquiry method will make teaching and learning more interesting, make the classroom environment lively, arouse the interest of the learners and sustained their interest and attention throughout the teaching and learning period. It is against this background that this study intends to examine the effect of inquiry method of teaching on academic performance of Junior Secondary School students in Islamic Religious Studies in Katsina State, Nigeria as a contribution to Knowledge and scholarship.

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Item Type: Postgraduate Material  |  Attribute: 93 pages  |  Chapters: 1-5
Format: MS Word  |  Price: N3,000  |  Delivery: Within 30Mins.
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