ABSTRACT

            Teachers’ attitude towards the use of ICT is a predictor of effective use of ICT for meaningful teaching and effective learning. This study therefore investigated the Upper Basic School Islamic Studies teachers’ attitude towards the use of ICT in teaching Islamic Studies in Ilorin East Local Government, Kwara State, Nigeria.

            A descriptive research of the survey type was employed. The population for the study consisted of all Upper Basic School Islamic Studies teachers in Ilorin East Local Government, Kwara State where one hundred (100) Islamic Studies teachers were involved in the study. The Islamic Studies teachers were involved in the study. The Islamic Studies teachers were selected using simple random sampling technique. The research instrument used in the study was “Upper Basic School Teachers’ Attitude towards the Use of ICT Questionnaire” (UBSTAUIQ). Data were analysed  using percentage and chi-square statistical tool at 0.05 significant level.

The findings of the study revealed that Upper Basic School Islamic Studies teachers have positive attitude towards the use of ICT for teaching Islamic Studies and there was no significant difference in the teachers attitude on the basic of gender, qualification and teaching experience.

It was therefore, recommended amongst others, that there should be adequate man power and ICT resources supply to Upper Basic School by the government so as to enable Islamic Studies teachers to judiciously make use of ICT for teaching Islamic Studies.

CHAPTER ONE

INTRODUCTION

Background to the Study

            The advent of Information Communication Technology (ICT), computer systems have shown that they offer great opportunities for teachers and students in various disciplines. The use of computer system enable teachers to access the necessary information on learning instructional materials through the use of internet. Computer system can be defined as the combination of hardware and software used to store the needed information from external, internal sources for more accessible databases towards the accomplishment of organization goals. Through the use of computer system, necessary information is transmitted widely within the shortest possible time. Thus enabling researchers, scholars and professionals to meet, interact and exchange ideas in the field of education (Muhammed, 2013).

            The role of computer studies in promoting education cannot be overestimated. Computer technology has gained recognition worldwide for being used for educational purpose in the school; that is why it is always said that computer education is a must since almost every activity is computer driven and cannot be able to make progress as far as his career options are concerned except it is matched with knowledge of computer and /or computing technology. There is a clear and wide spread agreement among the stakeholders in education that all teachers need to be proficient in information and communication technology as it is capable of enhancing their knowledge of teaching profession. Information and communication technology (I.C.T) is often used as an extended synonym for information technology (IT). It is specific term (i.e. more broad in scope) that stresses the role of unified communications (telephone lines and wireless signals), computer as well as necessary enterprise software, middle ware, storage and audio-visual systems which enable users to access, store, transmit and manipulate information (Muhammed, 2013).

            Computer can be described as scientific machines that are used to perform tasks or calculating according to set instruction or programme. Etejere and Ogundele (2008) observed that computer system enables teachers, researchers, school administrators and students to acquire process store and disseminate vocal, pictorial, textual and numerical information through computer system. However, adequate use of computer system in the school demands effective computer system skills and acquisition.

Computers also work through the interaction of hardware and software. The hardware is part of computer that one can see and touch. The part of computer that helps to translate instructions and performs calculating is called the central processing unit. While software refers to the instructions and programmes that tell the computer hardware what to do through the operating system. Example of hardware are monitor, keyboard, mouse and printer etc. computers in education are used in the classroom teaching learning processes through computer aided instruction (CAL), computer assisted learning (CAL), and e-learning. The use of computer by the teachers however assists in the curriculum contact delivery. Computers in the schools system assist in the academic environment to store, display, transmit and analyze data by the educational researcher. Computer system is therefore, inevitable for both the teachers and principals, if schools are to be effective and if their academic goals are to be achieved.

            Lawal (2012) noted that, the assumption of the public that students that study computer education, computer science, and computer technology in Nigeria tertiary institutions are usually adjusted or well acquainted to the use of computer system is not true. This is because there are various computer system resources that come on the market a new system in acquiring knowledge and information with ease. Computer system in education is generally used to introduce students and teachers to the use and working principles of computer system that enhance teacher’s job effectiveness in their records keeping and teaching learning process in the schools. Computer system in education aids the following; introduction of simulation and games pedagogical strategies, computer based instruction, administrative effectiveness, school discipline, research publications facilities and effective teaching learning processes. Also, of recent, teachers log into internet websites to access necessary information for research and assignment.

            Hence, computer, as one of the major tools of I.C.T, since it serves great roles. The productivity side of computer use in the general content area curriculum is neglected or grossly underdeveloped (Moursund, 1995; Eisenberg and Johnson, 2006). Recent publications by educationist and related association advocate for a more meaningful use of computer-technology in schools. This suggest the integrating computer skills into the content areas, and that it should not be taught in isolation as separate “computer classes” as this do not really help students learn to apply computer skills in meaningful ways. Computer literacy do not only imply ability to operate computers, but also use it as a tool for organization, communication research, and problem solving. This suggests a quick shift from approach and emphasis on theory to practice.

            The Nigeria National policy on Education (2004) cited the importance of computer system in teacher education programmes exposure to changes in the methodologies, curriculum reform, and that innovation in the professions is very important. In addition, it is noted computer system skills enable teachers to implement effective report keeping strategies and computer assisted instruction and communication. The rationale for this study therefore, is to investigate the teacher’s attitude towards computer skills as it impact to teachers’ effectiveness is upper basic schools especially in Kwara State, Nigeria teaching and learning subjects whether in developed or developing countries requires the use of various teaching aids/apparatus. In most of science education, the use of technology is quite acceptable and highly recommended to enhance learning. Researchers have promoted out the capabilities of computers to improve students. Scientific knowledge and seated what “what based technology gives science teachers access to a rich vanity of textual materials and graphic information “yet, many teachers shy away from incorporating I.C.T (this computer) into their teaching and learning process despite the access to computers in the school. Clark (2000) pointed aver that few teachers used computer-based technologies for instructional purposes and observed that computer are not being integrated into most instructional curricula, Heinch, Captain, Vecta and Tidys (2000) noted that advancement in technology have now made it possible to integrate computer into the teaching of science. They stressed that the emphasis in teaching and learning should now be on providing learner with the opportunity for problem solving. These believe should include cooperative learning methods which may not necessarily require additional special training in the part of the user. He further stated that computer is more of natural tool to use in teaching and learning because a wide variety of software is available. This provides student with experience to work together to solve complex problem.