EFFECT OF
THE MEDIA ON TEACHING AND LEARNING OF ISLAMIC STUDIES IN LAGOS STATE SENIOR
SECONDARY SCHOOL
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.
TOPIC: EFFECT OF THE MEDIA ON TEACHING AND LEARNING OF ISLAMIC STUDIES IN LAGOS STATE SENIOR SECONDARY SCHOOL
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Chapters: 1 - 5
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