TEACHERS’ PERCEPTION OF INNOVATIVE INSTRUCTIONAL TECHNIQUES IN TEACHING ISLAMIC AND SOCIAL STUDIES IN BASIC SCHOOLS IN KWARA STATE
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Date
2019-06
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Hikmah Journal of Arts and Social Science Education Department, Al-Hikmah University, Ilorin
Abstract
Innovative instructional techniques are interactive instructional strategies that promote active participation of students in classroom situations. The techniques are strategies that assist learners in the acquisition of concrete and rewarding school experiences. This study examined teachers’ perception of innovative instructional techniques on effective teaching of Islamic and Social Studies subjects in upper basic schools in Kwara State. A descriptive design of ex-post facto type was adopted. Sample of the study comprised 148 respondents sampled using simple random sampling technique. A self-developed questionnaire titled “Innovative Instructional Techniques for Islamic and Social Studies Subjects Questionnaire (IITISSSQ)” with a reliability of 0.75 was used. The data collected were analysed using percentage for the research questions while hypothesis was tested using t-test statistic. The findings of the study showed that Islamic and Social Studies teachers were not aware of some innovative instructional techniques and that there was no significant difference between male and female (t=122.71, p<0.05) on the use of Innovative instructional techniques. Based on these findings, it was recommended that teachers should be encouraged to be computer literate and frequently use Innovative instructional techniques for teaching.
Description
Al-Hikmal Journal of Arts and Social Science Education
Keywords
Teachers’ perception, Innovative instructional techniques, Upper Basic Schools, Islamic and Social studies teachers
Citation
Abdullahi, S. H. & Olokooba, I. N. (2019). Teachers’ perception of innovative instructional techniques in teaching Islamic and Social Studies in Basic schools in Kwara State Al-Hikmah Journal of Arts and Social Science Education, 1 (1), 1-11.