RELATIVE EFFECTS OF THE USE OF ICT ON THE ACADEMIC PERFORMANCE AND ATTITUDE OF STUDENTS TOWARDS ISLAMIC STUDIES
ABSTRACT
This study is geared purposely to investigate the relative effects of the use of ICT on the academic performance and attitude of students to Islamic Studies. This is studied at a micro level. Therefore, related literature which dealt with students’ perception, use, performance and participation/motivation with regard to ICT were reviewed as a basis for this research Essay. Consequently, the two research Null hypotheses were rejected which shows that there is significant relationship between the use of ICT tools and academic performance in and attitude of student to Islamic studies. Also, the work was able to discover some vital information that are to be considered while applying modern ICT facilities in the School. Thus, educative games and online resources help the student to lea rn at their own pace and ICT facilities aid in motivating students and holding their interest during inquiry in particular and the entire learning processes in general. In fact, the analyzed data revealed that both the subsets of the population (teachers and students) have realized the value of Information and Communication Technologies facilities as viable and effective learning tools.
TABLE OF CONTENT
Title Page
Title Page
Approval Page
Abstract
Acknowledgement
Dedication
Table of Contents
CHAPTER ONE
- Background of the study
- Statement of problems
- Purpose of study
- Objectives of the study
- Research hypothesis
- Research questions
- Scope and delimitation of the study
- Significance of the study
CHAPTER TWO
2.1 Introduction
2.2 Definition of ICT
2.3 ICT and Islamic studies
2.4 Students Perception to Islamic studies
2.5 Effects of using ICT in the Teaching of Islamic studies
2.6 Role of ICT the teaching of Islamic studies
2.7 Using ICT to enhance the teaching and spreading the knowledge of the Glorious Quran
2.8 The Relevance of ICT to teaching of Islamic studies
2.9 The challenges of teaching Islamic studies in an ICT Era
CHAPTER THREE
3.1 Introduction
3.2 Research design
3.3 Population of the study
3.4 Sample and procedure
3.5 Research Instruments
3.6 Validation of Instrument
3.7 Reliability of Instrument
3.8 Method of Data collection
3.9 Method of Data Analysis
CHAPTER FOUR
4.1 Introduction
4.2 Background information of respondents
4.3 Description of respondents’ opinions in relation to the independent variable
4.4 Validation of hypothesis
CHAPTER FIVE
5.1 Conclusion
5.2 Recommendations
References
CHAPTER ONE
1.1 Background of the study
Information and technology has a major role to play in forming the new worldwide economy to deliver fast changes in the society. Within the previous decade, ICT has advanced and changed at such a speed, that developing countries have not been able to catch up with the revolution and have been left behind and thus lag in their communication with the developed countries.
ICT acts as the foundation stone of the contemporary world; thus, understanding this technology and its fundamental concepts is considered as part of the core of education (UNESCO, 2002). Technology has the potential to renovate the ways of instruction, where and how learning occurs and the roles of students and educators in the instructional process (UNESCO, 2002a). ICT is transforming procedures of instructional process by contributing components of strength to learning situations involving virtual environment. It is an effective and influential instrument for providing educational opportunities; thus, it is difficult to envision future learning situations that are not bolstered by information and communication technology.
Educational institutions may utilize ICT to enrich the students with skills and knowledge for the 21st century (Andoh, 2012), such that it can add to worldwide accessibility to education, educational equality, broadcasting of quality teaching learning programs, educators’ professional growth and to help in obtaining a more effective educational management. Hence, accessibility, inclusion and standard being the key issues of education, can be comfortably addressed through ICT. ICT improves the standard of education by encouraging learning through ongoing discussion, delayed time discussion, directed instruction, self-learning, critical thinking, data seeking and analysis (Yuen, Law & Wong, 2003). Utilization of ICT can enhance outcomes, instruction, administration and create important abilities in the underprivileged groups (Sharma, 2003), and at the same time influence educational instruction and research process (Yusuf, 2005).
In classroom teaching and learning process, the use of ICT is imperative as it gives chance to the instructors and learners to operate, store, control and retrieve data other than to promote self regulated and active learning (Ali, Haolader & Muhammad, 2013). ICT-based learning includes an expanded propensity towards collaborative learning among learners and instructors, not just in a specific classroom. This kind of collaboration is in contrast to the conventional learning environment, for example, distance learning inspires educators and learners to engage in learning even after school time (Ali, Haolader & Muhammad, 2013). The system helps instructors to plan and prepare lessons and design materials such as course content (Ali, Haolader & Muhammad, 2013).The rapid development of this system has prompted a revolution in learning as new technological advancement in education has involved the re-examination of new techniques and instruments in instructional process.
Computers and the Internet have been touted as potentially capable means to empower the users for educational changes and improvement, by utilizing various information and resources and reviewing information from different points of view; hence, cultivating the authenticity and actuality of learning situations (Tinio, 2003). ICT helps to make complicated things simple to comprehend by simulations that once more add to real learning situations. Hence, ICT may act as a facilitator of dynamic learning and higher order thinking (Alexander, 1999).
To enhance the academic performance of students, there is a need to turn from conventional teaching methods to modern teaching methods. Computer Assisted Instruction (CAI) is space and time independent making it convenient for students to go through the program either at home or on a school computer. This encourages interactivity, which individualizes content for each learner based on their needs and it provides formative feedback to multiple choice questions. CAI enhances learning rate where the learners are able to learn more materials given the same amount of time as compared to conventionally taught learners. Moreover, students receiving instructions through ICT retain learning better (Cotton, 2001). The issue of low achievement among the learners has been tormenting the instructive framework right from the elementary classes to university level. This issue wastes human potential and facilities for education. The findings of the study will confirm the relative effects of the use of ICTs on students academic performance and attitude of students to Islamic Studies.
1.2 Statement of the problem
ICT, has a lot of applications in various educational, economical, political and health fields which directly affect the nature of people’s lives. However, it is not necessary that the influence of ICT is always positive, as it might take an opposite direction. Hence, we should conduct a scientific study to answer a number of questions, such as “How does the utilization of ICT facilities affects the academic performance of junior secondary school students in Islamic studies?” and “What is the nature of the attitude of Junior secondary school students to the use of ICT in Islamic studies?”.
1.3 Aims /Purpose of the study
The main purpose of the study is to identify the perceived relative effects of the use of ICT facilities on the attitude and academic performance of junior secondary school students in Islamic studies using cross-sectional survey design with a view to provide relevant recommendations.
1.4 Objectives of the study
The specific objectives were:
1) To examine the effect of the use of ICT on the academic performance of junior secondary school students in Islamic studies.
2) To assess the effect of the use of ICT on the attitude of junior secondary school students towards Islamic studies.
3) To investigate the effect of the use ICT on effective learning of Islamic studies in junior secondary schools.
1.5 Research hypothesis
The following hypotheses were formulated:
H01: There is no significant difference in the academic performance of students who were taught while using ICT and academic performance of students who were taught through conventional teaching method on post-test.
H02: There is no significant difference in attitude of students who were taught using ICT and the attitude of students taught using conventional teaching method.
1.7 Scope And limitation of the study
This study on the Relative Effect of the use of ICT on the academic performance in and attitude of students towards Islamic studies in junior secondary schools, will be carried out in some selected junior secondary schools under Local educational district V.
The study is limited by financial and time constraints. The researcher is limited by insufficient fund and limited time, as the researcher will simultaneously engage in this study with other academic works.
1.8 Significance of the study
The findings of the current study can be utilized in revealing how the use of ICT affects the academic performance of students in Islamic studies and also to determine the nature of Junior Secondary school students’ attitudes to the use of ICT according to a number of variables, such as the rate and the place of the ICT use.
The above-mentioned points might help us explore the possibility of setting up instructional and precautionary programs for Junior secondary school students in Islamic Studies and other related fields which guarantee their benefits from ICT.
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