ABSTRACT
The study evaluated the effect of differentiated instruction on the academic performance of senior secondary school students in Islamic studies in Kaduna state, Nigeria. The objectives of the study were to: determine the pre-test and post-test performance of students taught Islamic studies using differentiated instruction and compare the performance of Senior Secondary School students taught Islamic studies using differentiated instruction and those taught using lecture method in Kaduna state. The study was guided by theory of the Zone of Proximal Development (ZPD) by Lev Vygotsky among others. Quasi experimental design was employed. The sample size was one hundred and forty-six(146) respondents selected from four (4) intact classes of senior secondary II students offering Islamic studies from four
(4) senior secondary schools of Zaria education zone, Kaduna state. The researcher used purposive sampling technique. After which, the four (4) schools were selected. The schools were categorized into boys, girls and co-educational schools. The researcher took one boys’, one girls’ and two co-educational schools of which two were from urban and rural areas each, within the zone. The study adopted performance test as the sole instrument for the purpose of data collection. The instrument consisted twenty items multiple-choice objective test titled “Islamic Studies Differentiated Instruction Performance Test (ISDIPT) and the reliability index was 0.62. The data collected and analyzed using appropriate statistical tools as contained in the statistical package for social sciences (SPSS):mean and standard deviation were used to respond to the four research questions and paired sample t-test to test the first null hypotheses while independent sample t-test to the other three null hypothesis. The findings showed that the post-test scores of students taught Islamic studies using differentiated instruction is significantly better than pre-test scores; it revealed that students taught Islamic studies using differentiated instruction performed significantly better than those taught with lecture method; it also revealed that students in urban areas taught Islamic studies using differentiated instruction performed slightly better than students in rural areas; and also it finally revealed that students taught Islamic studies using students preferred learning mode performed significantly better than those taught with lecture method in Senior Secondary Schools in Kaduna state. Recommendations were offered in line with the findings.
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Differentiated Instruction |
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2.2.1.1 |
Characteristics of Differentiated Instruction |
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2.2.1.2 |
Advantages of Differentiated Instruction |
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2.2.1.3 |
Disadvantages of Differentiated Instruction |
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2.2.1.4 |
Distinction Between Differentiated Instruction and Lecture Method |
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2.2.2 |
Academic Performance |
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2.2.2.1 |
Features of Academic Performance |
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2.2.2.2 |
Factors Determining Academic Performance |
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2.2.2.3 |
Criteria for Assessing Performance |
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2.2.2.4 |
Guidelines of the Assessment for Learning in the Classroom |
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2.2.3 |
Concept of Curriculum |
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2.2.3.1 |
Concept of Islamic Studies |
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2.2.3.2 |
Islamic Studies Curriculum for Senior Secondary Education in Nigeria |
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2.2.3.3 |
An overview of Islamic Studies Curriculum |
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2.2.3.4 |
Feature of Islamic Studies Curriculum |
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2.2.3.5 |
Objectives of Islamic Studies Curriculum in Nigeria |
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2.2.3.6 |
Contemporary Methods of Teaching Islamic Studies in Nigeria |
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2.2.3.7 |
Challenges of the Implementation of Islamic Studies Curriculum |
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2.2.4 |
Concept of learning styles |
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2.2.4.1 |
Modes of Learning |
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2.2.4.2 |
Learning styles graph |
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2.2.4.3 |
The Seven Learning Styles |
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2.2.4.4 |
Overview of David Kolb's Learning Model |
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2.2.4.5 |
Overview of Learning Style Inventory |
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2.2.4.6 |
Overview of NASSP Learning Style Profile |
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Theoretical Framework |
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2.3.1 |
Theory of the Zone of Proximal Development (ZPD) |
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2.3.2 |
Theories of Learning Style |
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2.4 |
Empirical Studies |
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2.4.1 |
Summary and uniqueness |
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CHAPTER THREE: RESEARCH METHODOLOGY |
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3.1 |
Introduction |
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3.2 |
Research Design |
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3.3 |
Population of the Study |
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3.4 |
Sample and Sampling Technique |
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3.5 |
Instrumentation |
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3.5.1 |
Validity of the Instrument |
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3.5.2 |
Pilot Study |
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3.5.3 |
Reliability of the Instrument |
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3.6 |
Procedure for Data Collection |
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3.7 |
Procedure for Data Analysis |
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CHAPTER FOUR: DATA PRESENTATION AND DISCUSSIONS |
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4.1 |
Introduction |
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4.2 |
Description of study variables |
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4.3 |
Response to Research Questions |
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4.4 |
Hypotheses Testing |
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4.5 |
Summary of Findings |
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4.6 |
Discussions of Findings |
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CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
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5.1 |
Introduction |
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5.2 |
Summary |
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5.3 |
Conclusion |
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5.4 |
Contributions to knowledge |
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5.5 |
Recommendations |
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5.6 |
Suggestions for further Studies |
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References |
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Appendices |
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CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is the process in which teacher and students interact to facilitate learning or acquire knowledge, skills, values, beliefs and habits usually in formal class setting. Every country in the world has its own system of education designed based on its needs and aspirations with intention of developing economically, socially, politically and technologically; it attempts to mould, shape and train its citizens to meet their local needs and face global challenges. Nigerian system of education is not left out of these features in which Kaduna state is part of.
Curriculum is a coherent unit of planed activities that are designed for learners to undertake during their entire learning career under the guidance and coaching of an institution. It indicates what objectives must be achieved by the students and what task must be fulfilled in order to achieve them. Harden (2001) in Dada (2015) has elaborated on the concept of curriculum saying, “a curriculum is a sophisticated blend of educational strategies course content, learning outcomes, educational experiences, the assessment, the educational environment and the individual students’ learning style, personal timetable and the program of work”.
The nature of the curriculum can be teacher-centred which assumes knowledge becomes a commodity to be transmitted from teacher to learners who (learners) presume to be receptive vessels through methods that imposed curricular order and characterized by pedagogical methods which presume teacher as authority; also it can be learner-centred in which teachers‟ major task include discovery of learners needs. It requires very extensive and strict planning in advance because learners‟ needs, interest and mode of learning determine how learning takes place. Keeping rigidly to timetable is not possible with this approach and it calls for cooperative planning by teacher and students as well as differentiated learning instruction.
There is a general consensus globally that inculcation of moral and ethical values to youth
were used as a baseline for peace and stability in the 21st century. This shows that economic prosperity of a nation depends largely on the moral consciousness of the youth which cannot be possibly attained without sound and effective curriculum implementation through selecting and utilizing appropriate teaching method. Islamic studies is a subject of prime importance in inculcation of moral and ethical values to the students of Nigerian schools. The subject involved the study of human life and moral education. Particularly, it emphasizes the relationship of man and his various components of life such as his environment, social interaction, political setting, economic transaction and moral obligations. It places more emphasis on hereafter than material world. Technically, Islamic studies can be defined as the totality of learning experiences which centres on the relationship between man and his Creator and his fellow men (FRN, 2014).
More fundamentally, the inclusion of Islamic studies in Nigerian curriculum as a subject offered in Senior Secondary Schools is an indication of relevance of the subject in Nigerian education system. Besides, government and general public emphasize on moral and discipline during recruitment exercises into public service; also private and non-governmental organizations are justifications of the relevance of Islamic studies for individual and national development. Government, public and other stake holders in education and established examination bodies such as West African Examination Council (WAEC), National Examination Council (NECO), National Business and Technical Examination Board (NABTEB), National Board for Arabic and Islamic studies (NBAIS) to mention but few, have been showing great concern over the performance of students in Islamic Studies in particular at secondary schools. Lawal (2011) in Gyallesu (2016) maintained that students’ poor performance in Islamic studies has also warranted discussions among scholars especially on possible precipitation factors. Less than two decades ago, most of Hausa-Muslims secondary school students not only from Kaduna state but also northern part of the country, got only credit pass in Hausa and Islamic studies calling in Hausa “Gida da masallaci”. But nowadays, despite the religious knowledge background, the students score poorly in Islamic studies during their summative assessment.
Factors like unqualified teaching staff, lack of teaching and learning facilities, students‟ population, poor teachers‟ motivation, inadequate inspection/supervision lead to poor performance. Another influencing factor affecting teaching and learning process in Senior Secondary Schools is inability of teachers to select and utilize appropriate instructional method that suite the learners‟ needs and preference. The most common method of teaching employed at Senior Secondary Schools to teach Islamic studies is lecture method which undoubtedly hinders performance in the subject as the teacher dominates the class while the students remain passive listeners. The success or otherwise of teaching and learning process solemnly depend on the appropriateness of the instructional method selected and utilized by the teachers. Weselby (2014) opined that “just as everyone has a unique finger print, each student has an individual style of learning. Not all students in a classroom learn a subject in the same way or share the same level of ability. Differentiated instruction is a method designing and delivering instruction to best reach each student”.
To help each individual students reach his fullest potential, teachers must try differentiated instruction strategies. This includes techniques that will accommodate each student learning style, readiness and interest. Differentiated instruction strategy uses a variety of educational methods to teach students the same information. These techniques may also require teachers to teach content at varying levels based on students‟ readiness. The goal of differentiated instruction strategy is to ensure that all students are engaged in the learning process by providing tasks that match each individual needs.
Differentiated instruction strategy is one of most current, relevant and effective strategy of teaching/learning Islamic studies as a subject or course because it carries everybody along irrespective of individual differences, at the same time without distorting the original objectives of the lesson as it is in the curriculum. The study will therefore make an attempt to investigate the effect of differentiated instruction strategy on the academic performance of senior secondary school students in Islamic studies in Kaduna state, Nigeria.
The researcher was motivated to carry out this study as a result of outcry of parents, examination bodies and employers of labour on the poor performance senior secondary school students in Islamic studies especially at summation level. Despite the religious knowledge background the students have at home.
Islamic studies as a subject of prime importance in inculcation of moral and ethical values among senior secondary school students in Nigeria, is encountering problems especially at the implementation stage, ranging from dearth of basic instructional materials and infrastructures, unqualified and uncommitted teachers to inability of teachers to select and utilize appropriate teaching and learning strategy based on the nature of contents and situation which eventually give room for massive failure or poor performance.
West African Examination Council (WAEC, 2013) reports that government and private school owners were unable to provide infrastructures and conducive learning atmosphere in their schools as well as employing not only unqualified. Dearth of non-committed teachers who will teach the subjects (Islamic studies included) effectively and guide the students to become exemplary in their studies also are contributing factor for students‟ poor performance.
Lassa (2008) in Gyallesu (2016) opined that poor implementation of curriculum contents can result in multiple problems. One of the problems is students‟ poor performance in examinations, especially standardized ones. This is because all the questions are based on the curriculum contents. But in a situation whereby the students were not properly exposed to the contents and prepared, they will find it difficult or impossible to attempt such questions. Most of Islamic studies teachers utilize conventional teaching methods which do not carry all students along and consequently lead to decline in students‟ performance. Kadiri in Gyallesu(2016) was of the view that negative attitude of the students towards Islamic religious studies is partly the result of poor teaching method and teachers do not support effective handling of the subject to boost the academic performance of their students.
Lecture method of teaching a one way channel communication is the oldest teaching method applied in educational institutions. Characterized by less students’ involvement during the lesson, and they are expected to combine the information and organize it later. The students do not actively participate in the lesson, consequently may easily forget what they learnt because it is not activity oriented. It is difficult for the students to pick up new concepts using lecture method, which calls for using alternative method to create activity oriented classroom setting.
The research advocated for differentiated instruction to ensure that what a student lee arns,demonstrates are commensurate to his/her readiness level, interest and preferred mode of learning, (Tomlinson as cited in Levy 2008). In differentiated instruction, teachers respond to students‟ readiness, instructional needs, interest and learning preference and also provide opportunities for students to work in varied instructional format. A classroom that utilizes differentiated instruction is a learner responsive and teacher-facilitated classroom where all students have the opportunity to meet curriculum objectives. As a result of these problems, the researcher decided to carry out a study on the evaluation on the effect of differentiated instruction of the academic performance of senior secondary school students in Islamic studies in Kaduna state, Nigeria.
1.3Objectives of the Study
In line with the stated problems, the researcher set the following objectives, to:
1. determine the pre-test and post-test performance of students taught Islamic studies using differentiated instruction in Senior Secondary Schools in Kaduna state, Nigeria;
2. compare the performance of Senior Secondary School students taught Islamic Studies using differentiated instruction and those taught using lecture method in Kaduna State, Nigeria;
3. determine the performance of Senior Secondary School students taught Islamic Studies using differentiated instruction in urban and rural areas in Kaduna State, Nigeria; and
4. compare the performance of Senior Secondary School students taught Islamic studies using students’ preferred learning mode and those taught using lecture method in Kaduna state, Nigeria.
1.4Research Questions
The research is aimed at answering the following questions in line with above objectives
1. what is the difference exists between the pre-test and post-test performance of students taught Islamic studies using differentiated instruction in Senior Secondary Schools in Kaduna state, Nigeria?
2. What is the difference between the academic performance of Senior Secondary School students taught Islamic Studies using differentiated instruction and those taught using lecture method in Kaduna state, Nigeria?
3. What is the difference exist between the academic performance of urban and rural Senior Secondary School students taught Islamic studies using differentiated instruction in Kaduna state, Nigeria ?and
4. What is the difference between the academic performance of Senior Secondary School students taught Islamic Studies using students’ preferred learning mode and those taught using lecture method in Kaduna state, Nigeria?
1.5 Hypotheses
The following null hypotheses were formulated to guide the study
Ho1. There is no significant difference between the pre-test performance of students taught Islamic studies using differentiated instruction and post-test performance in Senior Secondary Schools in Kaduna state, Nigeria;
Ho2. There is no significant difference between the academic performance of Senior Secondary School students taught Islamic studies using differentiated instruction and lecture method in Kaduna state, Nigeria;
Ho3. There is no significant difference between the academic performance of Senior Secondary School students taught Islamic studies using differentiated instruction in urban and rural areas in Kaduna state, Nigeria; and
Ho4. There is no significant difference between the academic performance of Senior Secondary School students taught Islamic studies using students’ preferred learning mode and lecture method in Kaduna state, Nigeria.
1.6 Significance of the Study
This research examines the effects of differentiated instruction on the performance of senior secondary school students in Islamic Studies in Kaduna state, Nigeria. The findings of this study will be of great importance to curriculum developers, education policy makers, teachers, students, Ministry of Education, educational administrators, supervisor/inspectors; non-governmental organizations and development partners; researchers, parents and community.
The findings of this research will surely contribute immensely to curriculum developers in producing curriculum that is more of learner-centred which captures the needs, interest and preference of learners and suggest the use of current instructional methods by curriculum implementers in order to improve students’ performance at all level hence improving educational quality generally. Education policy makers will also benefit from the findings of this study by making a policy stressing that only teachers with certain qualifications, experience and ability to select and utilize current instructional methods should be allowed to teach at post-basic education level.
The outcome of this study will help the teachers especially Islamic studies ones in discharging their primary assignment diligently and perfectly by carrying all students along irrespective of individual differences. On the other hand, the students will also benefit from its findings for they will become conversant with the idea that their individual differences in ability will not hinder their performance because everybody is considered as part and parcel of the class activities.
The outcome of this study will create an avenue for school administrators, supervisors and inspectors to help their subordinates (teachers) carry out their duty as required and make sure no Student’s needs, interest and preference is neglected while inspecting or supervising teachers’ work in the class.
The findings as well, will extend its helping hand to non-governmental organizations and development partners in education like Sustainable Development Goals (SDGs), United Nations for education, Science and Culture Organization (UNESCO), Educating Nigerian girl in New Enterprising (ENGINE), British Council mentioned but few to organize workshops, seminars and conferences for teachers and other stake holders in education exploring them to more effective and current teaching methods in which differentiated instruction is among in order to boost the performance of students not only in Islamic studies but across all subjects in senior secondary schools.
Researchers will as well find the findings of this study of great significant to serve as a
guide and encouraging determinant in conducting similar researches. Besides, parents/guardians and
community will benefit from its findings as they are always after the progress of their children/wards
academically. It will encourage them to provide all necessary learning materials for their children and
teaching facilities for the school which will eventually improve students’ performance in Islamic
studies and the other subjects as well as wiping out youth from streets.
1.7 Scope of the Study
This study is limited to public Senior Secondary Schools in Kaduna state and it focused on the effect of differentiated instruction on the performance of Senior Secondary School students in Islamic studies. The scope was cumulatively built upon the fact that the study sought to justify the academic performance of Senior Secondary School students in Islamic studies using differentiated instruction provided an avenue for carrying everybody along irrespective of individual differences in ability, interest, needs and preferred mode of learning, in the state.
The researcher selected four Senior Secondary Schools from Zaria educational zone which comprised three local government areas (Sabon-gari, Soba and Zaria) out of twenty-three local government areas of the state.
Muhammed SHEHU (2021) EVALUATION ON EFFECT OF DIFFERENTIATED INSTRUCTION ON THE ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN ISLAMIC STUDIES, KADUNA STATE, NIGERIA. MSC THESIS
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