ABSTRACT
This study has its titled as “Effects of Inquiry Method on the Academic Performance of Junior Secondary School Students in Islamic
Studies content of the curriculum”. The specific objective for the study were:- To compare the performance of
students taught Islamic studies curriculum using inquiry method and those taught using traditional method of teaching. Find how the use of inquiry
method of teaching enhances on the academic performance of
male and female students in
Islamic Studies. Determine the difference
in the performance of
students in
pre-test and post-test for experimental
groups and
determine the difference on the academic performance of
students in pre-test
ands post-test for the control
groups. Four (4) research questions
and four Null-hypotheses were formulated to serve
as guide for this study. Quasi-experimental design
involving the pre-test and post-test was
employed for the purpose of
this study. A sampled of
300 students, male (160) One hundred and
sixty and female
(140) One-Hundred
and forty,
were proportionally selected
out of 7,573 population and were placed into experimental and control groups
i.e rural and urban. The study made use of
a standardized
Islamic studies performance Test (IPT) objective test items as the instrument for data collection. The scores obtained were analysed
using the t-test statistical method. The result obtained in this study showed that out of the Four (4) Null-Hypotheses
formulated and test at
0.05 level of significance two (2)
were rejected
while two (2)
were retained. The rejection
was attributed to the exposure of inquiry method to experimental
groups which indicated that t-value is
greater than t-critical in Ho1 and Ho3 while in
the Ho2 and Ho4 its
retention indicated a
similar result in
the t-value and in t-critical. The findings revealed that inquiry
method have significant roles on
the academic
performance of Junior Secondary School (JSS)
Students. In view of
the above findings, it
is concluded that effective use of Inquiry method in teaching should
be employed
as it will enhance the academic performance of not only JSS
Students but the senior
Secondary School (SSS)
level of Education.
CHAPTER
ONE INTRODUCTION
1.1 Background to the Study
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.A.W), the practical acts
of worship (Ibadat) and the observance of moral teaching. 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 (2009) emphasised that Islamic 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) stated that one of the objectives of Islamic 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 (2009) emphasised the adequate
choice of method of teaching by teachers so as to solve educational problems
and enhance students learning. (NPE, 2009)
Furthermore,
methodology is the study and practice of various methods of
teaching. This implies that methodology is both the study of different methods
and the systematic means of presenting subject matter and learning experiences.
This study of the methodology covers not only the philosophy of method,
but also the influence of psychological principles involved in learning.
However,
inquiry method of teaching is among the branches of methodology that
have their origin in the various theories of learning. To make a success of various
methods of learning, the teacher should observe certain principles. The teacher
must understand both the theory and practice of methodology. The teacher
must also use appropriate method to teach according to the nature of the
topic, the subject, (like Islamic studies), the available resources in the school
as well as the location and the prevailing situation in the environment.
Furthermore,
the teacher must consider the individual differences of the students.
The teacher must use his knowledge of the child‘s psychology and personality
development to determine the teaching method and the evaluative method
to be used.
There
are several methods of teaching Islamic studies and the choice of a method
at times is determined by the topic to be taught. There is hardly any method
that can be used in isolation; rather, in a typical lesson, a teacher may need
to use two or more methods that are related as to enhance effective teaching
and learning. The National Teachers Institute (NTI, 2010) revealed that
teaching method commonly used in Nigerian junior secondary schools are role
play, lecture and demonstration methods. Other methods include discovery and
team teaching. This research, therefore, intends to expose teacher to inquiry
methods that could be used to enhance effective teaching.
The
major conventional teaching methods were found to be used in teaching
Islamic Studies by teachers in schools. Majority of teachers engage in what
could be called ―Chalk and Talk‖ delivery as they do not give room for students‘
active participation in classroom or outside classroom activities.
Teachers
contended that it is high time the policy provision that ―teacher education
shall continue to take cognizance of changes in methodology and in the
curriculum‖. Some teachers contacted through oral interview argued that these
methods did not ensure effectiveness and efficiency in teaching and learning
of Islamic Studies subject (NTI, 2004).
Furthermore,
inability to teach Islamic Studies concepts in relation to Junior
Secondary School students experience also shows that teachers make Islamic
Studies lesson abstract and isolated to the immediate needs of students.
This
may be the reasons for the low performance of students in the Islamic Studies
subject. On the issue of pedagogy, teachers expressed the need for a shift
from a pedagogy that is teacher-centered to the one that is students centered.
Teachers also agreed that there was need for capacity building since as
many as 84.5% of the teachers have never attended training, workshop/seminar
concerning methodology of teaching Islamic Studies. 76.4% of
teachers have never attended subject conferences on Islamic Studies. There was
generally poor professional development of methodology of teaching Islamic
Studies in Junior Secondary Schools (NTI 2010).
A
teacher who intends to use the Inquiry method of teaching would do so by
starting with questions about the objectives of each of the five pillars of Islam
and how they can be achieved if rites are properly performed, then attainment
of the objectives and the conditions attached to them. The teacher would
then write on the chalk board the stages of salat (prayer). The demonstrative
method is very suitable at this stage. The teacher would start with
the Taharah (Purification) and demonstrate how it is performed, then goes on
to demonstrate the Wudu (ablution) and salat (prayer). The teacher can show
or demonstrate a concept or topic while the students watch. After the demonstration,
questions are asked by the teacher to clear some doubts.
The
students are then given the opportunity to participate before the class after
which areas of lapses are appointed out by their colleagues for correction. This
method is seen to be very effective because learning by doing makes it easier
to understand. Teachers are encouraged to use this method of teaching the
aspect of Taharah (purification), Wudu‘u (ablution) and salat (prayer). The method
is effective in Junior Secondary School.
In
addition, the reason why teaching Islamic Studies must use effective methods
of teaching is to make learners develop critical thinking and cultivate the
sense of gratitude to Allah (S.W.T) and submission to his guidance and moral
law, both in worship and in behaviour toward other fellow-men. Islamic Studies
teachers need to use effective methods by assisting the learners to work collaboratively
to articulate their own ideas and to respect the opinions of others.
It would also help learners to achieve the attainment of a balanced development
of individual and community by giving due weight to the physical,
social, intellectual, moral and spiritual need of man. Through inquiry method
students would acquire skills that can be used in other aspects of their lives
and intellectual pursuits of useful knowledge in accordance with the saying
of the prophet Muhammad (P.B.U.H) ―the search for knowledge is a duty
for every Muslim, male or female‖ and the application of such knowledge for
the benefit of humanity in the field of Science and Technology and Medicine.
Moreover,
the global objectives of Islamic Education can not be over emphasised.
The first conference on Islamic Education that took place at Mekkah
from 31st March to 8th April, 1977, under the sponsorship of the king Abdul-Aziz
University, discussed in great details basic ideas, goals or aims of Islamic
Education as follows:
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