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Item type:Item, ASSESSMENT OF TECHNIQUES AND RESOURCES USED IN TEACHING ISLAMIC STUDIES IN COLLEGES OF EDUCATION IN NIGERIA(UNIVERSITY OF ILORIN, 2021)LAARO-MUSA, AbdurRahmanIslamic studies education is the development of behaviours, attitudes, beliefs and practices of Islamic religion in the individual. It is to acquaint the students with the broad doctrines of Islam. It is observed that explanation technique was frequently used in the Colleges of Education to prepare the trainee teachers. This cannot help them to teach effectively and efficiently when they eventually get to the field. The fact is that the aim of NCE is to prepare the student teachers to teach in primary and junior secondary schools. This study assessed techniques and resources used in teaching Islamic studies in Colleges of Education in Nigeria. The objectives of the study were to: (i) assess the various techniques used in teaching Islamic studies in Colleges of Education in Nigeria; (ii) assess the various resources used; (iii) establish the difference of gender, college type, qualification and teaching experience of lecturers in the use of techniques and resources; and (iv) determine the difference of these variables on the use of techniques and resources. This is a descriptive study of the cross sectional type. The target population study involved all Islamic studies lecturers in Colleges of Education in the four sampled geopolitical zones of Nigeria (i.e. North- central, North- east, North- west and South-west zones). The purposive sampling technique was used to select400 Islamic Studies lecturers in the Colleges of Education. Structured questionnaire was used to elicit responses from the respondents. Frequency counts and percentage were used to analyse the demographic data of the respondents, while hypotheses were tested with the use of t-test statistical analysis and one-way analysis of variance at 0.05 level of significance The findings of the study were that: i. the explanation technique was used in the teaching of Islamic Studies; ii. the Glorious book, Qur’an and Hadith as educational resources were very adequately used in teaching Islamic Studies; iii. there was a significant difference in techniques as well in resources used by male and female colleges of education Islamic Studies lecturers in teaching Islamic studies in favour of male lecturers; (t=24.30, p<0.05) and (t=12.53, p<0.05);and iv. there was a significant difference in techniques as well in resources used by less qualified, qualified and very qualified college of education Islamic studies lecturers in teaching Islamic studies in favour of very qualified lecturers (f=491.62, p<0.05) and (f=698.76, p<0.05). The study concluded that all the variables were significant in the use of techniques and resources. The implication is that the various techniques as well as resources should be explored in order to boost the performance of trainee teachers. The study recommended that Islamic Studies lecturers should employ various techniques such as explanation, description, demonstration, narration, illustration, role-play, fieldtrip/excursion, drilling, discussion and observation. Likewise resources, both human and non-human such as, audio, visual and audio-visual should be used to teach their students. School authority should provide different instructional resources to colleges of education for effective and efficient teaching and learning.Item type:Item, Assessment of Leguminous Tree Capacity in Mitigating Global Warming in Nigeria’s Savannah Agroecological Zone in Biu, Bornu State Nigeria(UNIVERSITY OF ILORIN, 2025)Item type:Item, EFFECTS OF PICTURES AND POSTERS ON SENIOR SECONDARY STUDENTS’ PERFORMANCE IN CHRISTIAN RELIGIOUS STUDIES IN NIGER STATE, NIGERIA(UNIVERSITY OF ILORIN, 2018)EDORHE, Florence OnokhifaChristian Religious Studies (CRS) is one of the academic subjects aiming at creating awareness in the learners’ relationship with God as revealed in their personal experience, the biblical revelation as a whole and in Jesus Christ in particular.Notwithstanding the nature and importance of Christian Religious Studies to the individual and the value of religious education to the society at large, yet, the academic performance of students in the subject over the years has not improved.The objectives of this study were therefore toexamine the: (i) effects of pictures on senior secondary students’ performance in Christian Religious Studies; (ii) effect of posters on academic performance of Christian Religious Studies students; (iii) effect of a combination of pictures and posters on academic performance of Christian Religious Studies students and (iv) interactive effect of pictures and posters and gender on Christian Religious Studies students’ academic performance. A 4 by 2 pre-test, post-test, control group, quasi-experimental design was employed for this study.Four public secondary schools were selected from the three senatorial districtsin Niger State. From each school, 50 students were selected for this study. Thus, a total of 200 SS2 students were sampled for this study. Christian Religious Studies Performance Test (CRSPT) was used to collect data from the respondents.A reliability coefficient of 0.67 was obtained using Pearson Product Moment Correlation statistics.Percentage, mean, standard deviation, Analysis of Covariance (ANCOVA) and Post Hoc Pairwise comparison analyses were employed in the analysis. The findings were that: i. there was a significant difference between the performance of students taught Christian Religious Studies using pictures and those taught using conventional method in favour of those taught with pictures (F(1, 97) = 4.968, p<0.05), ii. there was a significant difference in the performance of students taught Christian Religious Studies using posters and those taught using conventional method in favour of those taught with posters (F(1, 97) = 20.947 p<0.05), iii. there was asignificant difference in the performance of students taught Christian Religious Studies using a combination of pictures andposters and those taught using conventional method in favour of those taught with the combination of pictures and posters (F(1, 97) = 241.450, p<0.05). iv. There was no significant difference in the performance of male and female Christian Religious Studies students exposed to pictures (F(1,47) = 1.012, p>0.05); posters (F(1,47) = .477, p>0.05) and a combination of pictures and posters (F(1,47) = .070, p>0.05) v. CRS students taught with pictures and posters performed best, followed by those taught with posters and the least by those taught with pictures. The study concluded that Students taught CRS usingpictures, posters and a combination of pictures and posters performed better than those taught with conventional method. The study recommended that CRS teachers should employ the use of pictures illustrations, posters illustrations and the combination of pictures and posters illustrationsin the classroomto interact with learners for effective learning outcomesItem type:Item, The Role of Yoruba Language in Environmental Management: A Focus on Climate Change Communication(University of Ilorin, 2025)Item type:Item, Land, Livestock and Conflict: An Assessment of Land Use Dynamics and Vegetal Resource Degradation in Nigeria’s Agrarian Crises; the example of the Niger-Benue Trough(University of Ilorin, 2025)Item type:Item, Exploring the Relationship Between Socio-Economic Factors and The Spatial Distribution of Crime in Nigeria(University of Ilorin, 2025)