ABSTRACT
Understanding toddy’s digital kids and how
they learn has profound implications not only for how teachers teach digital
students, but also, and perhaps more importantly for how their teachers reach
them. Today’s youth are much more media-centric than previous generations.
These students will need ability to cope with change and accept innovation and
their skills in using media resources will be inseparable from their analytical
abilities. In fact, many people believe that the brains of today’s youth have actually
become rewired to accommodate the thousands of hours they spend in front of
computer screens watching and creating video, listening to music and playing
computer games. This shows the important of media resources in teaching and
learning process. In other words, the main purpose of this field of study is to
figure out the effect of media resources on the performance of Islamic studies
students in secondary schools. The field of study was able to cover a total of
five secondary schools in Mainland Local Government with one hundred students
and five teachers from those secondary schools. The questionnaires were
critically analysed and also disclosed. Consequently, the study unveiled that
if the tools (media resources) are used correctly and wisely they would produce
an amazing result. In conclusion, recommendations were clearly stated.
TABLE
OF CONTENTS
CHAPTER
ONE
INTRODUCTION
1.1 Background
to the study
1.2 Statement
of the Problem
1.3 Purpose
of the Study
1.4 Research
Question
1.5 Significance
of the Study
1.6 Scope and
Limitation of Study
1.7 Definition of Terms
CHAPTER
TWO
LITERATURE
REVIEW
Introduction
2.1 What is Media Resources
2.2 The
Importance of Media Resources
2.3 Classification
of Educational Media Resources
2.4 Media Resources and its Relationship to
Islamic Studies in the Teaching and Learning
2.5 Media Resources and its Relevant to the
Teaching and Learning of Islamic Studies
2.6 Arguments against the Use of Media
Resources for Teaching Islamic Studies
CHAPTER
THREE
RESEARCH
METHODOLOGY
3.1 Introduction
3.2 Research
Design
3.3 Population
of the Study
3.4 Sample
and Sampling Techniques
3.5 Research Instrument
3.6 Data
Analysis
3.7 Validity
of Research Instrument
3.8 Reliability
of Research Instrument
CHAPTER
FOUR
PRESRENTATION OF DATA AND ANALYSIS
4.0 INTRODUCTION
4.1 CHARACTERISTICS
OF RESPONDENTS
4.2 ANALYSIS
OF TEACHERS’ RESPONSES ON THE ITEMS
4.3 ANALYSIS
OF STUDENTS’ QUESTIONNAIRE
CHAPTER
FIVE
SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.0 INTRODUCTION
5.1 SUMMARY
OF THE FINDINGS
5.2 RECOMMENDATIONS
5.3 CONCLUSION
QUESTIONNAIRE
CHAPTER
ONE
INTRODUCTION
1.1 Background
to the study
Islam
as a religion attaches great importance to knowledge and education. When
revelation of the Qur’an began, the first instruction was “Iqra” which simply
means “Read”. (Qur’an 96 verse 1).
This
shows the importance of education in Islam. It is the starting point and path
to human development.
Education
can be seen as a light that shows the mankind the right direction to surge. If
the process of teaching fails to impact knowledge to students, the teachers at
the center of the whole activities of teaching and learning must have failed to
employ the appropriate technique and resources to drive home the objectives.
Teachers are expected to convert teaching and learning into sport and by making
the process to attract students interest and motivate them.
Education
should become a fun and drill to them rather than burden and boredom
(Damodharan and Rangarajan, 2007).
In
order to achieve optimum delivery of objectives, educational media should be
employed in the teaching and learning process. Educational technology and multimedia
can be valuable tools when they are integrated into the curriculum,
appropriately to achieve learning gains, particularly when they are combined
with a twenty-first century curriculum.
Modern
methods of teaching make greater demands for the use of instructional materials
on the part of the teachers who are supposed to help the learners understand
certain concepts. One of the major goals of the teacher education programme is
to produce competent professional who will be capable of making learning easier
for students. Teacher’s ability to produce and utilize equipment and materials
for teaching and learning depends to a great extent on his/her interaction with
and continuous use of educational media.
There
is a common belief that the use of media in education contributes to a more
constructivist learning and an increase in activity and greater responsibility
of students. This limits the role of the teachers to supporting, advising and
coaching students rather than merely transmitting knowledge.
According
to Blessing Adeoye (2011), there are many reasons why we use media in
education. Extensive use of technology in the classroom typically changes
teacher’s roles. Some futurists have even maintained that technology, by
allowing students to interact directly and individually with content, makes it
possible to eliminate the teacher.
In
order to achieve this purpose, effective and innovative teaching and learning
methods are vital, especially in facing digital era. The digital revolution has
resulted in one unintended consequence. Today’s youth are much more
media-centric than previous generations. In fact, many people believe that the
brains of today’s youth have actually become rewired to accommodate the
thousands of hours they spend in front of computer screens watching and
creating video, listening to music and playing computer games. It also has been
said that today’s youth actually speak digitally. That is why, no wonder many
have called this new generation the digital generation.
Media
is an interactive tool that combines a variety of elements, including text,
graphics, audio, video and animation that arouse to arouse students’ interest
(Shelly and Gunter, 2006).
As
far as Islamic studies is concerned, teachers need to make some adjustments on how
the subject should be taught in order to make learning concrete.
The
use of media resources in teaching and learning of Islamic studies as a subject
in secondary school will help to solve the problem of students’ negative
attitude towards learning the subject. Currently, most topics such as Article
of Faith, Hajj, Battles of the Prophet are taught without the use of media
resources such as audio tape, television, projector, slides show etc. Most of
the students therefore find Islamic studies uninteresting and boring. The use
of media resources will make the subject more presentable, attractive and
interesting to the students and at the bottom line the students will have a
comprehensive understanding of the concept being impacted to them. The study is
therefore set to assess the impact which the use of media resources plays in
the teaching and learning of Islamic studies in secondary schools.
1.2 Statement
of the Problem
Islamic
studies teachers in our secondary schools fail to realize that the subject has
some specific methods and techniques to make the students understand it very
well with the use of media. A teacher, however competent he may be, can never
do the essential work of responding for the learner to respond positively to
the learning experience.
Apparently,
the use of media in the educational system has enhanced the teaching and
learning but the problem facing the application of media resources in teaching
and learning Islamic studies is lack of teachers’ proficiency in the use of
media resources. However, this has created a wide vacuum between the usage of
educational media and the concept to be taught in Islamic studies.
1.3 Purpose
of the Study
The purpose of
this research project is to:
(i)
Investigate the
impact of media resources on the academic performance of Islamic studies
students in secondary school.
(ii)
Identify relevance
of media resources to the teaching and learning of Islamic studies
(iii)
Assess the
availability of media resources in teaching and learning of Islamic studies in
schools.
(iv)
Examine the impact
which teacher’s incompetence in using media resources as an instructional
delivery.
1.4 Research
Question
(1)
What is the impact
of media resources on the academic performance of Islamic studies students in
secondary schools?
(2)
How can media
resources be used to enhance the teaching and learning of Islamic studies?
(3)
What are the media
resources available for the teaching and learning of Islamic studies in
schools?
(4)
What is the effect
of incompetence of a teacher has in using media resources on instructional
delivery?
1.5 Significance
of the Study
(a)
This study is
significant because it is aimed at equipping graduating students of Islamic
studies and the Islamic studies teachers already in the field with the
invaluable knowledge of the use of media resources on the Islamic studies
teaching-learning process.
(b)
The study will
also provide enlightenment to the educationist on the relevance of educational
media to the implementation of Islamic studies curriculum.
1.6 Scope and
Limitation of Study
The
research focused on the impact of media resources in teaching and learning
Islamic studies in secondary schools alone. The study is limited to secondary
schools in Mainland Local Government Area of Lagos State.
1.7 Definition of Terms
For
the purpose of this research project the following terms will be defined for
the state of clarity since they will be featuring in this work from time to
time. They are:
(i)
Media:
Can be simply referred to as the study of the technology used to handle information
and aid communication. It is a term used to encompass all forms of computing
systems, telecommunication and networks.
(ii) Islamic Slides: Islamic studies as a subject aims at impacting the
Islamic teachings, ethics, norms, practices and tradition to an individual to
be a responsible member of the society and above all to be obedient to the
willingness of his/her creator as a servant of Allah (SWT).
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