Browsing by Author "Jamiu Abdur-Rafiu,"

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    Analysis of Techniques Employed in Teaching Arabic Components of Islamic Studies in Ilorin Junior Secondary Schools, Nigeria
    (College of Education, Sultan Qaboos University, al-Seeb, Oman, 2024) Jamiu Abdur-Rafiu,; Yunus Aliyu,; Oseni Jamiu Agboola
    This study aims to analyse the techniques utilised by junior secondary school teachers in teaching Arabic components of Islamic Studies. The research covers three Local Government Areas within Ilorin Metropolis, with a purposive sampling method involving 210 teachers from 90 public and private junior secondary schools. Relevant data were collected through questionnaire and analysed using descriptive, inferential statistics, and one-way Analysis of Variance (ANOVA) as appropriate design and tools for this study. Objectives of the research include identifying common teaching techniques used in imparting Arabic components of Islamic Studies, differences in these techniques based on gender, qualification, teaching experience and school proprietorship. Findings indicated that discussion technique with a mean score of 3.96 along with standard deviation. 45 and questioning technique with a mean score of 3.75 alongside standard deviation. 78 are commonly employed in teaching Arabic components of Islamic Studies at junior secondary schools because their grand mean scores are close to 4 are considered are always used. The results also reveal that gender, qualification level, years of teaching experience as well as school proprietorship significantly influence the instructional methods used by teachers when delivering lessons on Arabic components of Islamic Studies. Based on these findings some recommendations made which include encouraging Islamic Studies instructors to adopt various modern teaching strategies while delivering lessons on Arabic components; furthermore, updating their knowledge base through attending …
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    Influence of Family Background on Secondary School Students’ Academic Performance in Islmaic Studies in Ogbomoso, Nigeria.
    (Faculty of Arts, University of Uyo, Nigeria, 2020) UA Ajidagba; Jamiu Abdur-Rafiu,; Hussain
    The main purpose of this study was to examine the influence of family structures and types on students' academic performance in Islamic Studies in Ogbomoso, Nigeria. This study adopted a descriptive survey method. Two schools were sampled from five Local Government Areas in Ogbomoso. A test items drawn from WAEC past questions served as research instrument. The data collected were analysed using percentage and t-test statistics. The results of the study showed that Students’ performance in Islamic studies at senior secondary school was generally poor. There was significant difference in the academic performance of students from single parent family background and those from both parents family background in Islamic Studies. There was significant difference in the academic performance of students from polygamous family background and those from monogamous family background in Islamic Studies. Gender has no influence in the academic performance of students from single parent family background in Islamic Studies. In line with the findings of the study, it was recommended among others that school counselors should be employed in all schools and that they should provide necessary assistance to students, especially those from single parent family to enable them overcome their emotional concerns.
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    Parenting Styles and Secondary School Students' Attitudes towards Islamic Studies in Kwara Central Senatorial District, Nigeria
    (KIU Journal of Social Sciences, 2018) Jamiu Abdur-Rafiu,; UA Ajidagba,; Zakariyau Salihu Adam
    The purpose of the study was to investigate the influence of parenting styles on secondary school students' attitude towards learning Islamic Studies in Kwara Central Senatorial District, Nigeria. Questionnaire and Pro-forma were used to collect data on parenting styles and students' attitude towards learning Islamic Studies. Simple random sampling technique was adopted to select 300 students across the sampled public schools. Four research questions were raised and three null hypotheses were formulated and tested in the study. The data collected were analyzed using frequency count Mean, Standard Deviation and Pearson Product Moment Correlation Co-efficient statistics to answer the research questions and test the hypotheses formulated in the study. The findings showed that most of the students disposed negatively to learning Islamic Studies. It was also found that parenting styles adopted have influence on the attitude of the students towards learning Islamic Studies. In addition, it was observed that students from authoritative parenting have positive attitude than students from other parenting styles. Based on the findings of the study, it was recommended that teachers should take cognizance of the fact that students are from various homes and with different parenting styles thereby catering for the individual differences that may affect their attitudes to learning Islamic Studies. Parents should adopt authoritative parenting style to enhance optimal performance of the students. In addition, there is also the need for provision of enlightenment for parents on the parenting style they should adopt in order to assist their children to dispose positively to learning.
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    The Effect of Concept-Mapping on Secondary School Students’ Performance in Islamic Studies
    (2016) U.A. Ajidagba; Jamiu Abdur-Rafiu,; Y.A. Fasasi
    This study examined the effect of concept-mapping instructional method on secondary school students’ performance in Islamic Studies in Oyo State, Nigeria. The study employed a pre-test, post-test control group, quasi-experimental design. The sample comprised Senior Secondary School class 2 (SSS 2) students purposively drawn from three secondary schools in Oyo State. The students in experimental and control groups were in their normal classroom setting (intact classes) and were not reorganized. Experimental group consisted of 45 students exposed to concept-mapping while the control group consisted of 48 students who received no treatment. Data were analysed using t-test, standard deviation and Analysis of Covariance (ANCOVA). Findings of the study showed that there was a significant difference in the performance of experimental and control groups after the treatment. Concept-mapping had significant effect on students’ performance with mean score of x=53.92. Effect of Conventional method was x=22.62. No significant difference existed in the performance in Islamic Studies of students exposed to concept-mapping based on gender, t-cal.( 0.1469 < 2.021) at 0.05 alpha level of significance. The study concluded that concept-mapping instructional method positively improved students’ understanding of Islamic Studies and invariably their performance. The study recommended that concept-mapping should be adopted as a teaching method of Islamic Studies, and that teachers of the subject should improve their pedagogical skills through seminars and workshops.