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Assessement of Effects Of Activity- Based And Brainstorming Instructions On Students’ Performance In Islamic Studies In Junior Secondary School In Kaduna State, Nigeria

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Assessement of Effects Of Activity- Based And Brainstorming Instructions On Students’ Performance In Islamic Studies In Junior Secondary School In Kaduna State, Nigeria.

ABSTRACT

The study titled Assessments of effects of activity-based and brainstorming instructions on students’ performance in Islamic Studies in Junior Secondary Schools in Kaduna state, Nigeria.

The study was conducted with five objectives which include: determine the effects of activity-based instruction on students’ performance in Islamic studies as compared to the Conventional method in junior secondary schools in Kaduna state.

Examine the effects of brainstorming instruction on students’ performance in Islamic studies as compared to the Conventional method in junior secondary schools in Kaduna state.

Determine the effects of activity-based and brainstorming instruction on students’ performance in Islamic studies as compared to the Conventional method in junior secondary schools in Kaduna state.

Quasi-experimental research design was used in the study. The total population was 40,490 out of which six (6) intact classes of Zaria and Soba local governments of two hundred and forty two (242) students were used as sample size.

A researcher-made test called “Islamic Studies Achievement Test” (ISAT) was used for data collection. The instrument was pilot tested with the reliability index at 0.88.

Mean and standard deviation were used to analyses the research questions. Hypotheses 1 and 2 were tested using t-test, while hypotheses 3, 4 and 5 were analyzed using ANOVA at 0.05 alpha level of significance.

Findings revealed that Students taught Islamic Studies using activity-based instruction performed significantly better than those taught with conventional method in Junior Secondary Schools in Kaduna State.

Performance of students taught Islamic Studies using brainstorming instruction was far better than those taught using conventional method in Junior Secondary Schools in Kaduna State.

In the light of the findings from this study, it was recommended that;Islamic Studies Teachers should promote activity-based instruction as it will encourage and motivate students to participate actively in classroom.

Brainstorming instruction should be adopted by Islamic Studies teachers since it improved faculty of reasoning and thinking during teaching and learning, workshops, seminars, conferences and enlightenment should be organized from time to time for Islamic studies teachers in junior secondary schools in Kaduna stated so as to keep abreast of modern or innovative teaching instruction such as activity-based and brainstorming instruction.

TABLE OF CONTENTS

Cover Page i

Title Page ii

Declaration iii

Certification iv

Dedication v

Acknowledgements vi

Table of Contents vii

List of Tables x

List of Appendices xii

List of Abbreviations xiii

Operational Definition of Terms xiv
Abstract xv

CHAPTER ONE

1.1 Background to the Study 1

1.2 Statement of the Problems 4

1.3 Objectives of the Study 5

1.4 Research Questions 6

1.5 Hypotheses 7

1.6 Basic Assumptions 7

1.7 Significance of the Study 8

1.8 Scope of the Study 9

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Introduction 11
2.2 Conceptual Framework 11
2.2.1 Concept of Islamic Studies 13
2.2.2. Concept of activity-based instruction 16
2.2.3 Concept ofBrainstorming Instruction 23
2.2.4 Concept of Conventional Methods 28
2.2.5 Concept of Performance 32

2.3 Theoretical Framework 33
2.3.1 Constructivist Learning theory 33
2.3.2 Cultural Activity 35
2.4 Islamic Studies Curriculum 36
2.4.1 The Aims and Objectives of Islamic Studies Curriculum 37
2.4.2 Nature and Scope of Islamic Studies Curriculum 41
2.4.3 Resources for Islamic Studies Curriculum Implementation 44
2.5 Origin of Activity-Based Instruction 48
2.5.1 Characteristic of Activity-Based Instruction 49
2.5.2 Importance of Activity-Based Instruction 59
2.5.3 Types of Activity-Based Instruction 51
2.6 Origin of Brainstorming 53
2.6.1 Importance of Brainstorming 54
2.6.2 Types of Brainstorming 54
2.6.3 Rules in Brainstorming Session 55
2.7 Evaluation of Student Performance in Islamic Studies 59
2.8 Empirical Studies 61
2.9 Summary 66

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction 68
3.2 Research Design 68
3.3 Population of the Study 69
3.4 Sample and Sampling Techniques 70
3.5 Instrumentation 71
3.5.1 Validity of the Instrument 71
3.5.2 Pilot Study 73
3.5.3 Reliability of Instrument 733.6 Procedure for Data Collection 73
3.7 Procedure for Data Analysis 75

CHAPTER FOUR: RESULT AND DISSCUSSION

4.1 Introduction 76
4.2 Description of Study Variables 76
4.3 Response to Research Questions 77
4.4 Testing of Hypotheses 82
4.5 Summary of Major Findings 87
4.6 Discussion of Findings 88

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary 91
5.2 Conclusion 93
5.3 Recommendations 94
5.4 Contribution to knowledge 94
5.5 Suggestions for Further Studies 95
References 96
Appendices 106

INTRODUCTION

Background to the Study

Instructions of teaching have attracted the attention of many researchers over the years. Activity-based and brainstorming instruction in Islamic studies teaching has been the concern of many educationists.

Islamic studies, as a practical and theoretical subject should engage student in teaching and learning but what operates largely in junior secondary schools (JSS) in Kaduna state presently is more of reading, memorization and hearing without engaging students in active teaching and learning.

REFERENCES

Abbas, Muhammad & Absi Muhammad (2007). Curricula and Method of Teaching Mathematic to Lower Primary Stage, Amman: Al Massera House for Publication, Distribution, and Printing.

Abdulrashman, M. (2001). Effect of Cooperative Instructional Strategy on Junior secondary students‟ Performance in Social Studies, A Journal of Reviews, 1(1), 22-26.

Abu Jado, S., & Nwfal, M. (2007). Teaching Thinking: Theory and Practice. Amman: Al-masera Publishers.
Academic Performance Index (api), (2010). Academic Performance Index. Retrieved from http://www.greatschools.org/issues/ca/api.html.

A-daud, E. (2014). Science as, memorization or participation, Retrieved from www.moe.edu.kw.

Adediwura, J & Tayo, B. (2007). Perception of Teachers knowledge attitude and Teaching Skills as Predictors of academic performance in Nigerian secondary schools, Journal of Educational Research and review. 2(7), 165-17.

Adeyemi, B.A. & Ajibade, Y.A. (2011). The Comparative effects of Games and Brainstorming Instructional Strategies on Junior Secondary school students‟ achievement in Social Studies in Nigeria.

Ahmad, Z. (2010). Qur’an Translation of the Meanings and Commentary.Al-Azhar Islamic Research Academy. Cairo.

Ajelabi, A. (2015). Essentials of Educational Technology. Lagos: Raytel Communication.

Akinboye, J.O. (2013). “Creativity Innovation and Success. Ibadan: Stilling – Horden Publishers (Nig.) Ltd.

Alasoluyi,E.O.(2017). Effects of Project and Discussion Methods on students performance in Economics in Senior Secondary School in Ekiti State, Nigeria. Unpublished ph.D Thesis, Ahmadu Bello University,Zaria.

Al-Afendi & Baloch (1990). Curriculum and Teacher Education. Jeedah: Hoolder and Stoughton.

Al-Ali, (2011). Islamic Education: A Means Towards Self Actualization. In Al-Afendi & Baloch (1990). Curriculum and Teacher Education. Jeedah: Hoolder and Stoughton..

Al-bwli, Q. (2010). The effectiveness of using brainstorming strategy in developing creative thinking in Islamic Education among Third secondary students in Tabouk City. Master Thesis. Mut‟a University, Krak. Jordan.

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