Theses and Dissertation for the Department of Art Education
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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 AVAILABILITY AND USE OF ICT TOOLS FOR TEACHING ARABIC LANGUAGE IN COLLEGES OF EDUCATION IN NORTH-CENTRAL NIGERIA(UNIVERSITY OF ILORIN, 2021) SANNI, Abdulhameed MuhammedArabic language is one of the tools used to access information on the World Wide Web like other major world languages such as Chinese, English, French, Hausa, Igbo, and Yoruba. Its teaching and learning could also be enhanced through the use of Information and Communication Technology (ICT) tools. However, the inadequate availability and lackadaisical attitude of some teachers to the use of ICT tools in some educational institutions are factors responsible for the low enrolment and poor performance of students in Arabic at the higher institutions. This study aimed at investigating the level of availability and use of ICT tools for teaching Arabic Language in Colleges of Education in North-central, Nigeria. The objectives were to: (i) examine the level of affordability, adequacy, accessibility and functionality of ICT tools; and (ii) establish teachers’ attitude towards the use of ICT tools for teaching Arabic Language based on gender, qualification, experience and college ownership. This study was a descriptive survey research type. The target population and sample consisted of all the 75lecturers of Arabic language in the 15 Colleges of Education in the North-central, Nigeria which comprised Benue, Kogi, Kwara, Nasarawa, Niger, Plateau and the FCT-Abuja. The study sample was purposively drawn from the colleges where Arabic language was taught. A researcher-developed questionnaire with reliability index of 0.78 and an oral interview schedule were used for data collection. Percentage, One-way Analysis of Variance and the t-test were used for data analysis at 0.05 level of significance. The findings of the study were that: i. out of 23 ICT tools assessed, 14(60.9%) were available while 9(39.1%) were not available; 12(52.2%) were usable while 11(47.8%) were not usable; ii. 21(91.3%) were affordable and 2(8.7%) were not affordable;11(47.8%) were adequate while 12(52.2%) were not adequate; 12(52.2%) were accessible and 11(47.8%) were not accessible;12(52.2%) were functional and 11(47.8%) were not functional; and iii. there was no significant difference in teachers’ attitude towards the use of ICT tools to teach Arabic language based on gender (t=0.384, p=0.702> 0.05); qualification (F=1.80, p=0.154> 0.05); experience (F=0.774, p=0.465> 0.05) and college ownership (F=2.661, p=0.077 > 0.05). The study concluded that teachers’ gender, qualification, experience and college ownership did not determine the availability and use of ICT tools for teaching Arabic language in colleges of education. The implication is that the availability and use of ICT tools for teaching Arabic language in colleges of education is not premised on the predictor variables examined in the study. The study recommended that the government private proprietors should intervene in the procurement of those unavailable ICT tools.