CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

As a faith, Islam places a premium on knowledge and education. When the Qur'an was initially revealed, the first command was "Iqra," which simply means "Read." (Qur'an 96 verse 1). This demonstrates the value of education in Islam. It is the foundation and route of human progress (Olusegun, 2022).

Education may be viewed as a beacon pointing humanity in the correct way. If the teaching process fails to impart information to pupils, it is because the instructors at the heart of all teaching and learning activities failed to utilize the right technique and resources to achieve the desired results. Teachers are supposed to transform teaching and learning into a sport, so attracting and motivating their students.

Education should become more of a game and a drill for them, rather than a chore and a chore (Damodharan & Rangarajan, 2022).

Educational media should be used into the teaching and learning process to provide optimal delivery of objectives. Educational technology and multimedia may be helpful tools when properly incorporated into the curriculum to produce learning gains, especially when paired with a curriculum for the twenty-first century.

Modern teaching techniques place higher expectations on the usage of instructional materials by teachers who are tasked with assisting students in comprehending certain ideas. One of the primary objectives of the teacher education program is to generate competent professionals who can facilitate student learning. The capacity of a teacher to create and utilize equipment and resources for teaching and learning is largely dependent on his/her engagement with and consistent usage of educational media (Damodharan & Rangarajan, 2022).

The widespread assumption is that the use of media in education adds to a more constructivist learning environment, as well as an increase in student involvement and responsibility. This restricts the professors' duty to assisting, advising, and coaching pupils, as opposed to just imparting knowledge.

According to Blessing Adeoye (2022), there are several educational uses for media. Typically, extensive usage of technology in the classroom alters the duties of teachers. Some futurists have even argued that, because technology enables pupils to connect directly and personally with material, it is conceivable to abolish the instructor.

Effective and creative teaching and learning approaches are essential for achieving this objective, particularly in the digital age. The digital revolution has produced an unforeseen effect. The young of today are far more media-focused than prior generations. In fact, many individuals feel that the minds of today's young have been rewired to handle the many hours they spend watching and generating video, listening to music, and playing computer games in front of computer displays. It has also been suggested that the young of today converse digitally. No surprise many have referred to this new generation as the digital generation.

Media is an interactive tool that integrates several components, such as text, images, music, video, and animation, to pique students' curiosity (Shelly & Gunter, 2022).

In order to make learning more tangible, Islamic studies professors need to make certain alterations to the way the topic is presented (Olusegun, 2022).

The utilization of media resources in the secondary school teaching and learning of Islamic studies as a topic will assist in resolving the problem of students' negative attitudes about learning the subject. The majority of subjects, including Article of Faith, Hajj, and Battles of the Prophet, are currently taught without the use of media tools such as audio tape, television, projector, slideshow, etc. Therefore, the majority of students find Islamic subjects dull and tedious. The usage of media resources will make the subject more presentable, appealing, and fascinating to the students, who will ultimately have a thorough knowledge of the notion being conveyed to them (Fatai 2022). The purpose of this study is therefore to evaluate the influence of media resources on the teaching and learning of Islamic studies in secondary schools.

1.2 STATEMENT OF THE PROBLEM

The teachers of Islamic studies in our secondary schools are unaware of the subject's media-specific approaches and procedures for facilitating students' comprehension. No matter how great a teacher is, he can never accomplish the vital task of reacting in order for the student to favorably respond to the learning experience (Olusegun, 2022).

According to Fatai (2022), the use of media in the educational system has improved teaching and learning, but the use of media resources to the teaching and learning of Islamic studies is hampered by a lack of teachers' familiarity with media resources. However, this has resulted in a significant disconnect between the use of educational media and the concepts to be taught in Islamic studies.

1.3 OBJECTIVES OF THE STUDY

The primary objective of this study is to evaluate the impact of the media on the performance of secondary school Islamic studies students. Specifically, this study seeks to:

i.          Evaluate the extent media is used for Islamic studies in secondary schools.

ii.        Examine the types of media used for Islamic studies in secondary schools.

iii.      Examine the challenges of using media used for Islamic studies in secondary schools.

iv.      Proffer solutions to the challenges of using media used for Islamic studies in secondary schools.

1.4 RESEARCH QUESTIONS

These research questions will be answered in this study:

i.          To what extent is media used for Islamic studies in secondary schools?

ii.        What the types of media used for Islamic studies in secondary schools?

iii.      What are the challenges of using media used for Islamic studies in secondary schools?

iv.      What are the solutions to the challenges of using media used for Islamic studies in secondary schools?

1.5 SIGNIFICANCE OF THE STUDY

This study is noteworthy because it aims to provide graduating Islamic studies students and current Islamic studies instructors with essential information about the impact of media resources on the teaching-learning process in Islamic studies.

The study will also provide light on the importance of educational media to the implementation of Islamic studies curriculum for educators.

1.6 SCOPE OF THE STUDY

This study focuses on evaluating the impact of the media on the performance of secondary school Islamic studies students. Specifically, this study focuses on evaluating the extent media is used for Islamic studies in secondary schools, examining the types of media used for Islamic studies in secondary schools, examining the challenges of using media used for Islamic studies in secondary schools and proffering solutions to the challenges of using media used for Islamic studies in secondary schools.

Teachers and students from selected Islamic schools Ikeja, Lagos State will serve as the respondents of the survey for this study.

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