ABSTRACT
This study investigated the ―effect
of non-projected visuals
on the JSS Students‘
Performance in Islamic-Studies in Dawakin-Tofa in Kano State, Nigeria.‖ Three
objectives, research questions and hypotheses were raised based to guide the
study Related literatures were reviewed based on the research topic, and all
the authors cited in the literatures were duly acknowledged in the reference.
The study adapted quasi- experimental design using pre-test post-test non
equivalent control group. Experimental group received experimental treatment
using non-projected visual resources while control group received conventional
method without the material at all. A sample size of 240 students was selected
randomly from a population of 8979 secondary school student from 21 secondary
schools in Dawakin Tofa. Using
intact class from six schools, 122 experimental and the other 118 were for
control group. Islamic Studies Achievement Test developed by the researcher and
validated by expert guided in data
collection, Research questions were answered using Mean and Standard Deviation
while t-test statistic at 0.05 confidence levels was used in testing null hypotheses raised. From
the result of findings, it was
confirmed that, there is significant
difference in the academic
performance scores of Islamic Studies Students exposed to non-projected visual resources and those taught the same
concept just using conventional
method. Subjects in the experimental
group perform better than control group. The result obtained further revealed
that there is no significant difference in the performance of the subject exposed to non-projected visual resources in the rural and urban area as well as
among male and female students. Based on the findings of this study, it was recommended that the use of
non-projected visual resources in teaching
Islamic studies in school should be encouraged by Federal Ministry of
Education, and State Ministries of Education, through organizing seminars and
workshops to teachers on utilization of non-projected
visual resources in teaching and to provide non-projected visual materials
for teaching Islamic studies particularly in
junior Secondary Schools of the Federation among others.
CHAPTER ONE INTRODUCTION
The use of educational resources is aimed at maximizing the
employment of these five senses in any
communication or teaching-learning situation. This promotes effective
understanding of the message that is being communicated. Based on the National
Policy on Education (FRN, 2004), the policy has the objectives of enhancing
learning and improving the competence of teachers and also making learning more
meaningful for children. According to the policy, the application of educational
technology is to develop and promotes an effective use of innovative materials in
the classrooms. This also permits teachers and the learners to interact as
human beings in a climate where people control their environment for their own
purpose.
There are various types of educational resources that are
appropriate for teaching and learning Islamic studies. Scholars have grouped or
classified educational resources in various ways. For example, Jibril (2005)
classified them into four: projected and non-projected, hardware and software,
printed and non-printed and small media and big media. Zubairu (2009)
classified them into two: Visual materials and Audio-Visual materials. Abolade
(2006) also classified educational resources using sensory modalities. He named
his Taxonomy as; audio learning and instructional materials, visual learning
and instructional material, audio-visual materials and community resources. In
this study therefore, emphasis is placed on the non-projected visuals component
is under the visual learning instructional materials of educational resources in
teaching and learning Islamic studies based on the following reasons:
Non-projected visual resources are not only locally
available, they are also not expensive. They are not only readily available,
resourceful and committed teachers and students can readily produce the
materials. They elicit the creativity and resourcefulness of both teachers and
their students. They do not depend so much on electricity for their operation
and utilization by the teachers and students. They make the learner to
participate actively in the teaching-learning process. They give greater
meaning or visual illustration to rather abstract or complex concepts.
Non-projected visual resources are therefore, used in the
teaching and learning process for the following reasons; To concretize the
context or what is being thought to the understanding level of the learner. To make
what is being thought very real to the learner, and to arouse their curiosity
and interest. They make teaching easier and more effective for the learner.
They enhance remembrance and reaction on the part of the learner. They enable
students acquire experience and knowledge that they would otherwise not have appreciated
and understood by mere teachers explanations. They save the teachers‘ time
which may be employed usefully in other activities. The resources pleasantly
accommodate the different learning behaviors of the learners or their
individual differences.
Non-projected visual displays are the backbone of the whole
range of the classroom visual materials. Remember the adage that says "no
impression without expression". The inexperienced teachers often regard non-projected
visuals displays as second rate visual materials in view of the glamour
attached to films radio, computer and television.
This visual materials serves allot in the classroom settings.
They require no electrical power or light source. They are in various shapes,
size and colors. Also they can be easily procure or made by the teacher, and
are easily adapted to the requirement of any subject. Finally amendment and
alteration of non-projected materials presents fewer difficulties than
projected materials. The visual displays include educational boards,
chalkboard, notice boards, Formica boards, magnetic boards, the research
focuses on the production and the utilization of non-projected visuals
especially pictures, diagrams, charts, graphs, maps, flash-cards and boards.
This is the most commonly used non-projected visuals displays.
However, Government shall direct its policy towards ensuring
that there are equal and adequate educational opportunities at all levels.
Government shall strive to eradicate illiteracy; and to this end shall when
practicable provides free compulsory and universal primary education, free
secondary education, and free university education as well as free adult
literacy programmed. It has been found that, only in Kano during the former government
which made education free for all, from primary to tertiary levels. Many others
state and the federations were not having the attitudes of the free education.
The national Policy on women Education, section 6.1.3 submits that: ―for (the) Nigerian women to enjoy full benefits of
contemporary living, they require basic education to contribute meaningfully to
the development of the country. Government shall in this regard increase girls
and women‗s participation in education irrespective of their location and
circumstances (Eta 2000).
Therefore, it can be said that, the main focus of government
education agenda is to bring about optimal development of its human resources,
which, put in another word, is a viable source of human capital. This
investment however will not be complete without women education. James Aggrey
cited by NCCE (1998). If you educate a man you educate an individual, but if
you educate a woman you educate a family, that is a nation. The bane for women
education in Nigeria is entrenched in the nation‘s new national policy on
education which states that: with regards to women education special efforts
will be made by ministry of education and local government authorities in
conjunction with ministries of community development social welfare and of
information to encourage parents to send their daughters to school (FRN, 1998:
14).
The tacit reference made to women education in the national
policy on education is contained in the primary education section of the document.
It must be observed here that no further reference was made to the provision of
women education in this all important document on education. Nagees (1995)
opined that the absence of a policy statement on women education as reflected in
the National Policy on Education (NPE), makes the NPE fall short of women
expectations and it amounts to a total disregard for that section of the
population in this country.
The plight of women, in terms of education is further
compounded by the negative attitude of parents toward female education. Some
parents are usually reluctant to send their girl child for formal education
especially to higher levels like their male counterpart. Another problem
closely related to this is the reluctance to acquire western education and
misunderstanding on the part of the girls themselves about the values of the
acquisition of formal education. In education, equity means equal access to
good schooling. According to Ocholi (2002), geography (in term of location) and
families‘ relative wealth have been discovered to also affect equity. For
example, in Nigeria, in the last few years, the regression (toward male-female education in balance) in basic education is reflected in the
fact that the net enrolment rate of girls in primary school is lower than the
female literacy rate.
As regards to student‘s academic performance based on
location, the research considers the relationship between school location and
student academic performance in Islamic studies has been widely reported. The
main focus of this sub section is to look into public secondary schools both in
urban and rural areas to observe the common differences that are portrayed.
Some of the difference include: access to secondary education, performance and
socioeconomic status.
The term urban refers to the city and rural is the village or
areas outside the city. The differences between urban and rural areas are
categorized in terms of economic activities, Occupations, education level,
access to in infrastructure, population, politics, nationality and migration
and it has concluded that urban areas benefits from all these dimensions (Hu
2003). Urban areas, in other words, have higher levels of economic activities
particularly in manufacturing, construction and services; greater access to
infrastructure and higher educational levels whereas rural areas are vital in economic
activities especially in agriculture and farming but less access to
infrastructure and lower educational levels. In terms of school access and performance
urban schools are more efficient than rural ones. While urban schools are
usually staff with enough well-trained teachers, schools located in remote
rural areas often find it difficult to recruit and retain qualified teachers
(Zhang 2009). Public urban secondary schools have an advantage of adequate and
qualified teachers, more learning material and physical resources, unlike the
rural ones. Socio-economic and family status, which is regarded as one of most significant
inputs affecting student achievement, measures family income and education
level (Walberg, 1991). On the other side urban dwellers enjoy better quality
education, occupation, income, and public services, therefore, a higher socioeconomic
status.
Statement of the Problem
Recent educational research work had shown that the teacher
mode of presentation of various instructional concepts affects student's
performance. Bonwell and Eison (1996) affirm that the problem of poor school
performance was generally caused by poor method of teaching and the use of
teaching materials. A close look at the way Islamic studies subject is taught
in Nigerian schools involves the use of the traditional lecture methods approach (Akinsete 2007).
Conventional method teaching is the process of transmission knowledge from
teacher to students (Rhodes & Bellamy, 1999). Zubairu (2009) pointed out
that in most of our schools it was always teacher talk and chalkboard method of
instruction. This shows lack of appropriate and adequate application of
educational technology that brings about maximum and noticeable effectiveness in
teaching and learning process.
The researcher has taught for a number of years in some
secondary schools in Dawakin-Tofa had visited a number of secondary schools as
a resources person, through these different experiences, the researcher made
these observations that most of the teachers in the secondary schools do not
properly make use of instructional materials like non projected visual
resources in the teaching their students especially Islamic studies subject.
This negligence in the effective use of the instructional facilities and
materials in teaching and learning Islamic studies by trained and untrained
teachers has really affected the performance of students in Dawakin-Tofa junior
secondary schools. However, the desire to embark on this research study started
from observed problem of poor academic performance of junior secondary schools
students in Islamic studies in Dawakin-Tofa junior secondary schools.
It is in the view of the above problems; the researcher
intended to find out the solution these problems with regards application
teaching aids particularly Non- projected visual resources.
Objectives of the Study
The following are the objectives of this study:
Examine the effect of non-projected visual resources in learning
Islamic Studies on the academic performance of students.
Find out whether differences exist between academic
performance of male and female students who are exposed to non-projected visual
resources in learning Islamic studies,
Examine the effects of non-projected visual resources in learning
Islamic Studies on the academic performance of junior secondary schools
students from urban and rural areas.
Research Questions
The study
sought to provide answer to the following research questions:
i. What is the difference between the academic performance of
students taught with non-projected visuals and those taught without
non-projected visual resources in learning Islamic Studies?
ii. What is the difference between the academic performance of male
and female students who are exposed to non-projected visual resources used in learning
Islamic studies?
iii. What is the difference between the academic performance of
students taught with non-projected visual resources located in the urban area and
that of those in the rural area in learning Islamic Studies?
The study
is guided based on the following null hypotheses:
i. There is no significant difference between the academic
performance of students taught with non-projected visual resources and those
students taught without non- projected visual resources in learning Islamic studies.
ii. There is no significant difference in the academic
performance of male and female students taught with of non-projected visual
resources in learning Islamic studies.
iii. There is no significant difference between the academic
performance of students taught with non-projected visual resources in Islamic
studies located in urban and rural area, in JSS in Dawakin-Tofa Local
Government Area of Kano state.
The study has the following underlying assumptions:
i. The students in both experimental and control group uses the
same Curriculum of Islamic studies in Junior Secondary Schools in Dawakin-Tofa
Local Government Area of Kano state.
ii. Its assume that both male and female students are exposed to
non-projected visual resources in learning Islamic studies in Junior Secondary
Schools in Dawakin-Tofa Local Government Area of Kano state.
iii. It is assume that both students in the urban and rural areas
are exposed to non- projected visual resources in learning Islamic studies, in Junior
Secondary Schools in Dawakin-Tofa Local Government Area of Kano state.
Significance of the Study
This study will be useful to students, teachers, parent, and
professionals development bodies in education and curriculum planners in the
following ways;
The study will benefit the teachers on how to make effective
use of non-projected visual resources in their teaching activity. The study
will expose the teachers to the use of Non-projected visuals in such a manner
that would awaken their interest and enthusiasm.
Students will hopefully benefit from this study in improving
their academic performance when instructional materials like non-projected
visual resources in teaching and learning of Islamic studies. The study will
expose them to the benefits of the use of Non-projected visual resources in the
learning of Islamic studies.
The study may also provides very useful information to the
ministry of education, government, and other educational authorities and
agencies to provides interventions so as to promotes the use of non-projected
visuals when teaching Islamic studies and others subjects in general. It will
facilitate their decision making process in terms allocation and procurement of
Non-projected visual resources for effective teaching and learning in Islamic
studies.
The study will also serve as resource materials for those who
may wish to embark on similar research work. It will provide them with
information which widen their understanding as for the use of Non-projected
visual resources is concerned.
Scope of the Study
This research work is on the effect of non-projected visuals
on the JSS students‘ performance in Islamic studies in Dawakin-Tofa in Kano
State, Nigeria. It also examine whether differences exist between academic
performance of male and female students who are exposed to non-projected visual
resources in learning Islamic studies, in Dawakin-Tofa Local Government Junior
Secondary Schools in Kano State.
Find out the effects of utilization of non-projected visual
resources in learning Islamic studies on academic performance of junior
secondary school students from urban and rural areas, in Dawakin-Tofa Local
Government Kano State. Conceptually, the study delimited to areas of assessing,
Islamic study covering Hajj, its history, pillars, steps and categories or
kinds of hajj.
Conventional learning methods were also follows together with
the conventional students, classroom instruction that is based on lecturing,
recitation and readings assignments. Although these setting may includes pair
work and given assignment to the conventional students Islamic studies subject.
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