TABLE
OF CONTENTS
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
1.2 Statement of the Problem
1.3 Purpose of The Study
1.4 Research Questions
1.5 Research
Hypotheses
1.6 Significance
of the Study
1.7
Scope and Limitation of the Study
1.8 Definition
of Terms
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
2.1. The
Theoretical Framework
2.2 The Concept and Nature of
Teaching
2.3 The
Concept and Nature of Learning
2.4 Factors that Affect Learning
2.5 Concept
and Nature of Teaching Materials
2.6 Types
of Teaching Resources
2.7 The
Importance of Teaching Resources in Teaching and Learning Processes.
2.8 World
Space Radio in Education and Development: Effect on Teaching and Learning of
Islamic Studies
2.9 The
Role of the Islamic Studies Teacher in the Use of Radio Programme
2.10 The Effect of Using Islamic Education Related
Websites
2.11 Islamic Teaching in Nigeria in the 21ST
Century: Problems and Prospects
2.12
Relevance of Information and
Communication Technology in Teacher Education: An Implication for the Teaching
and Learning of Islamic Studies
2.13 Methods Employed in Using ICT for Teaching
and Learning: The following methods are used for Teaching and Learning:
CHAPTER THREE
RESEARCH
METHODOLOGY
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling
Technique
3.4 Instrumentation
3.5 Procedure for Data Analysis
3.6 Data Analysis Method
CHAPTER
FOUR
DATA
ANALYSIS AND INTERPRETATION OF RESULTS
4.0 Introduction
4.1 Demographic Bio-Data of Teachers
4.2: Teachers' Responses To
Questionnaire/Research Questions
4.3 Analysis of Research Questions
4.4 Testing of Hypotheses
4.5 Summary of the
Findings
CHAPTER FIVE
SUMMARY,
CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary
of the Study
5.3 Conclusions
5.4 Recommendations
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1. BACKGROUND
OF THE STUDY
In the late 20th century, mass
media could be classified into eight mass media industries such as: books,
newspapers, magazines, recording, radio, movies, television and the internet
with the explosion of digital communication technology. Today, broadcasting is
a medium for the spread of education. It brings the world nearer to our hearts
and homes. Indeed, with the invention of the radio, the world has become a
smaller place more than it used to be a global village (Bunt, 2003).
In Nigeria, the
fullest use of the radio as an instrument of mass education has not yet been
fully exploited. Schools ought to have a special “radio hour”, during which
students given the ample opportunity to listen to special educational programs
which are meant for the students only and regularly replayed on special
wavelength, for their particular benefit. At the senior secondary school level, the radio can be
educationally utilized with considerable advantage to the students. Looking at
this critically, a radio class by its very nature, is something mechanical and
deals with the wave, so its use in teaching and learning of any subject,
especially the Islamic religion, can be very important and advantageous. Although,
the use of the radio in teaching of Islamic religion has its disadvantage in
that, the student is a mere listener, a passive participant because he/she is
not an active participant in the educational program (s), in radio programs,
telephone enquiries simultaneously are not allowed (Hornby,2010).
According to ‘O
dera (2012), for many years, radio programs have been used in Kenyan schools
for distance learning with full support of the Kenyan Government. In 1995,
schools broadcast was discontinued due to the high cost of radio production and
transmission problems that were faced by the government. In Nigeria today, for you to cough in the air through radio is
expensive. A program of thirty minutes or an hour for a quarter is very
expensive. In order to meet the challenges of free primary education, the
Kenyan Government recently introduced world space radio broadcasts for schools
to supplement and improve classroom teacher's work and the quality of education
at the distant world space radio. The overall findings showed that students
learn from radio lessons and teachers also benefited from well researched
programs that help to improve their teaching as well as the learning process in
the classroom. After school hour, in the afternoon, world space radio receiver
are used to deliver audio, drama entertainment and education to adults and
professionals. The radio lessons are accompanied by printed materials sent out
to schools in advance in order for the students and teachers to know the time
and date of the lessons and teachers also gets note from the use of the radio
lesson (Haliza, et al 2009).
According to
Mohahamadu and Alisan (2002) the use of television as a medium of instruction
in Islamic studies at the senior secondary school in Nigeria, has its own
positive impact. Children's fascination with the television has caught the
concerns of researchers, parents, educators and other groups dealing with
children's well-being since the advent of the media as instruments of teaching
and learning processes. Much of the public debate has been focused on the
effects of media violence, which has resulted in much scrutiny by psychologist
and sociologists and has given rise to a massive body of research. But the
debate and research has also dealt with whether television viewing in itself is
a passive activity, and sometimes, television has been compared to a drug which
has a tranquilizing and seducing effect on the viewer. Long term research
conducted both in the United States and in Europe, came to the conclusion that
television violence is but one of of the
factors responsible for violent or aggressive behaviors among young people.
At the end of
the 1960s and the beginning of 1970s there was a belief that education programs
through the television could be used for promoting learning and social
behaviors. The medium was deliberately used for preschool learning, often
called pro-social learning, and compensatory education in the United States.
The issue of
children and the media (particularly television) has also been a target for the
United Nations since the UN Convention of the Rights of the Child, became valid
in 1989 (Uzor, 2008). The objective of this study is like that of Wan and
Kamaruzuman (2009) study to determine the effectiveness of the techniques and
strategies in teaching Islamic studies in the senior secondary school in Lagos state.
Moreover, the
media was a form of teaching aids which assisted teachers in the teaching by
providing them with tools to illustrate some points or processes as well as
supporting long distance educational system. Meighan (2004), states that the
rural and urban schools are not different in content and construct of teaching
pedagogies but the difference lies in the execution and practical displays of
the content and construct of the schooling activities. These activities in
rural societies need a renewal in terms of execution of the purpose of
teaching, provisions of facilities to encourage learning and to make teaching
more technical which forms the general well-being of the individual and the
society at large. The act of teaching is described as a process and means of
transmitting knowledge, information, skills, values and other sociable’s.
Teaching is the ability for a teacher to make a child to be literate. Teaching
is an interactive forum or channel of communication and a means of
strengthening relationship between the teacher and learner. Hailina, Juson and
Jusoff (2009) were right by submitting that, today's youths are much more
media-centric than previous generations. Many people believe that the brains of
today's youths have actually been 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 youths
actually speak digitally. That is why many of them have called this new
generation the digital generation. Therefore, using the media to teach them
Islamic studies at the senior secondary schools, will assist them to learn
effectively. According to Adeleke (2001), the teacher of Islamic studies ought
to be well equipped with digital resources. .
Digital
technology has incontrovertibly become an important element in the presentation
of Islam and supply of information about Muslims all over the globe. As Ismail,
(2010), puts it apart from its availability in various software packages, the
text of the Quran, for instance, is now accessible to the global audience on
the internet in different formats, with diverse search options, alternative
graphic designs, renditions in Arabic and numerous world languages with various
audio and audio-visual facilities thereby reconfirming the certainty of its
preservation (Quran 15:9). Similar transformations have occurred to the body of
Hadith Literature, as well as other ancillary branches of Islamic stories.
People are now getting conversant with online approaches of acquiring knowledge
through platforms such as e-Quran, e-Hadith, e-Figh, e-Fatiwah, e-Khutbah,
e-Jihad and so on (bunt, 2003). Digital technology has placed at our disposal
multifunction software for computation of Zakat, determining times of Salat,
Giblah direction and different phases of the moon (Zan,2004).
The use of ICT
in the teaching of Islamic studies at the senior secondary schools is founded on the philosophy
of the recognition of Allah as the source of all forms of knowledge as
encapsulated in the Quran verse “he taught man what he knew not” (Q: 96:5).
Islam favours the acquisition of all types of positive knowledge provided they
are in tandem with the provisions of the shariah. The increasing population of
Muslims world-wide, the propitiation of Islamic institutions and the mounting
of Islamic studies programmes have significantly accentuated the demand for
Islamicists who will teach the subject to different categories of learners. In
spite of the advances in various fields, very little digital transformation has
occurred to the process of instruction in Islamic studies especially in
resource poor settings where ICT gadjets are not easily accessible.
1.2 Statement
of the Problem
The problems of
the use of radio and other media in teaching and learning of Islamic studies
cannot be overemphasized. This is because the problems of Islamic studies
teachers lie on inadaptability and uncustomizability of contemporary
information technology devices which have been manifested in the range of
digital products deployed to provide information about Islam. Digital Islamic
tools in software and hardware are already inbiquitous, still emerging and
rapidly changing in terms of sophistication, capacities and functions and it is
difficult to to be used to teach and learn Islamic studies at the senior secondary schools. Previously, the floppy disc
used to be the preferred device for storing information, it is now superserved
by devices such as flash drives, external harddisks, memory cards, optical
discs and computer networks (Langley). However, ICT tools are not limited to
digital devices. Obayele and Ogunlade (2006) broadly classified them into the
following three stands.Various studies have reported low level of utilization
of internet facility in Muslim countries. Mohamadi and Ahsna (2002:126), for
instance, describe the use of internet in Muslim settings as minimal citing
factors responsible to include “the level of literacy, income, cultural values
and the level of consumption.”
The use of
radio program to teach Islamic studies has some short comings which hinders its
full potentials as an effective medium of instruction in the school. For
instance: Radio cannot offer personal contact like the classroom teacher. Some
teachers who are not keen often leave the students to listen to the program on
their own. Radio lessons cannot account for the presence of the listener (as
with books) or whether listening or not. Radio cannot cater for individual
differences in the class. Furthermore, there is always lack of immediate
feedback which is normally enjoyed in a classroom where there is face-to-face
discussion.
1.3 Purpose Of The Study
The main aim of
this study is to examine the effect media in the aching and learning of Islamic
studies at the senior secondary in Lagos State, Nigeria.
The following
are the specific objectives of the study:
•
To identify different types of media available to Islamic
teachers in teaching and learning of Islamic studies at the senior secondary school.
•
To find out whether Islamic teachers are capable of using
the available media to teach Islamic studies in schools.
•
To examine whether students learn effectively using the
media as instruments of teaching at the senior
secondary schools.
•
To assess whether there is a relationship between the use
of media and the teaching effectiveness of teachers at the senior secondary school.
•
To find out the factors responsible for non-use of media
in teaching and learning of Islamic studies at the senior secondary schools.
1.4
Research Questions
The following
research questions will be raised in this study:
•
How can different typed of media available to Islamic
teachers in teaching learning of Islamic studies be identified?
•
Are Islamic teachers capable of using the available media
to teach Islamic studies at the senior secondary schools?
•
Do students learn effectively using the media as
instruments of teaching and learning at the senior secondary schools?
•
Is there any relationship between the use of media and
effectiveness in teaching and learning of Islamic studies at the senior secondary schools?
•
What are the factors responsible for the non-use of the
available media by teachers of Islamic studies at the senior secondary schools?
1.5 Research
Hypotheses
The following null hypotheses will be tested
in this study:
•
There will be no significant relationship between the
capabilities of Islamic teachers and the teaching of Islamic studies at the senior
secondary schools.
•
There will be no
significant relationship between the use of media and students’ learning
effectiveness at the senior secondary schools.
•
There will be no significant relationship between the use
of media and effectiveness in teaching and learning at senior secondary schools.
•
The factors responsible for the non-use of the available
media by I Islamic teachers will not
significantly affect the teaching and learning at the senior secondary schools.
1.6 Significance
of the Study
This study will be beneficial in the following
ways:
The results and recommendations of this study
can be used to determine the effectiveness of media on the learning and
teaching of Islamic Studies at the senior
secondary schools in Lagos State.
To improve the
learning and teaching of Islamic studies through the use of the media or other
electronic systems at the senior secondary schools in Lagos State.
Students of
Islamic studies will be exposed to the utilization of I.C.T in the study of
Islamic religion at the senior secondary schools in Lagos State.
1.8
Scope and
Limitation of the Study
The study will cover the effect of the use of
media on the effective teaching and learning of Islamic studies at the senior secondary schools Ikorodu Local Government
Area of Lagos State, Nigeria.
1.8 Definition
of Terms
In this study
operational definitions will be addressed:
•
The media : This term means the recent method of
communication through the radio, television, newspaper, magazines, the internet
and so on. It is the medium of faster communication from one individual to
another.
•
Teaching Effectiveness: This term denotes a teaching
strategy of a teacher which enables him/her to carry out his or her teaching in
an effective manner or way. It is the application of teaching aid in order to
teach properly in a given classroom.
•
Academic Performance: This term describes the level of performance
a student puts up in a class test or examinations which may be administered to
him or her over a period of time in order to test his or her ability to recall
all he/she has been taught in the classroom.
•
Learning Achievement.: This is the learning outcomes of a
learner over a period of time. It is the totality of what the learner can
achieve after being taught a particular lesson.
•
Information Communication Technology: This term is used
to describe the use of radio, television, newspapers, magazines, the internet
and other means of communication between persons in a community or society.
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