Effects of Inquiry Method on the Academic Performance of Junior Secondary School Students in Islamic Studies in Kaduna State
Effects of Inquiry Method on the Academic Performance of Junior Secondary School Students in Islamic Studies in Kaduna State.
This study has it’s 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 was:- To compare the performance of students taught Islamic studies curriculum using the inquiry method and those taught using the traditional method of teaching.
Find how the use of the inquiry method of teaching enhances 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 in the academic performance of students in pre-test and post-test for the control groups.
Four (4) research questions and four Null-hypotheses were formulated to serve as a guide for this study. A 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 analyzed 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 the 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 int-critical. The findings revealed that the inquiry method has significant roles in the academic performance of Junior Secondary School (JSS) Students.
TABLE OF CONTENTS
Title Page———————————— i
Table of Contents———————- viii
List of Tables—————————— xi
List of Appendices———————— xii
Operational Definition of terms———— xii
CHAPTER ONE: INTRODUCTION
- Introduction————————————————————— 1
- Background to the Study————————————————- 1
- Statement of the Problem————————————————- 9
- Objectives of the Study————————————————— 10
- Research Questions——————————————————- 11
- Research Hypotheses—————————————————– 11
- Basic Assumptions——————————————————– 12
- Significance of the Study————————————————- 12
- Scope of the Study——————————————————– 14
CHAPTER TWO: REVIEW OF RELATED LITERATURE
- Introduction————————————————————— 15
- Conceptual Framework————————————————— 15
- Theoretical Framework—————————————————- 20
- Branches and Nature of Inquiry Method of Teaching——————– 23
- Concept of Islamic Studies Curriculum———————————– 28
- Objectives and Importance of Teaching Islamic Studies
in Nigerians Schools—————————————————— 33
- Students‘ Academic Performance in Islamic Studies in Nigeria——— 35
- Methods of Teaching Islamic Studies ———————– 38
- Inquiry Methods for Teaching Islamic Studies Curriculum————— 42
- Empirical Studies——————————————————— 44
- Summary—————————————————————— 48
CHAPTER THREE: RESEARCH METHODOLOGY
- Introduction———————————————————- 50
- Research Design———————————————— 50
- Population of the Study—————————————— 51
- Sample and Sampling Techniques—————————— 52
- Treatment of Sample Experimental Group————— 53
- Instrumentation—————————————– 53
- Validation of Research Instrument—————– 55
- Pilot Study———————————————— 56
- Reliability of the Instrument——————— 57
- Procedure for Data Collection————————– 57
- Procedure for Data Analysis———————— 58
CHAPTER FOUR: PRESENTATION, ANALYSIS, AND DISCUSSION OF DATA
4.1 Introduction————————————————– 59
- Research Question 1—————————————————— 59
- Research Question 2—————————————————— 60
- Research Question 3—————————————————— 61
- Research Question 4—————————————————— 62
- Descriptive Analysis of Hypothesis————————————— 63
- Test of Hypothesis Ho1————————————————— 63
- Test of Hypothesis Ho2————————————————— 64
- Test of Hypothesis Ho3————————————————— 65
- Test of Hypothesis Ho4————————————————— 66
- Summary of Major Findings———————————————- 67
- Discussion of Finding Based on Research Questions——————— 68
- Discussion of Finding Based on Hypotheses—————————— 70
CHAPTER FIVE: SUMMARY, CONCLUSION, AND RECOMMENDATIONS
- Introduction————————————————————— 73
- Summary of the Study—————————————————- 73
- Conclusion—————————————————————- 74
- Recommendations——————————————————– 75
- Suggestion for Further Study——————————————— 75
- Contribution to Knowledge———————————————– 76
- Limitation of the Study————————————————— 76
Islam is a religion that is based on the testimony of the existence and oneness of Allah (S.W.T.) and the messenger ship 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), Sawm (Fasting); and Hajj(Pilgrimage). The National Policy on Education (2009) emphasized 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 identified and utilized. Therefore, the NPE (2009) emphasized the adequate choice of method of teaching by teachers so as to solve educational problems and enhance students learning. (NPE, 2009).
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