EVALUATION ON EFFECT OF DIFFERENTIATED INSTRUCTION ON THE ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN ISLAMIC STUDIES, KADUNA STATE, NIGERIA
EVALUATION ON EFFECT OF DIFFERENTIATED INSTRUCTION ON THE ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN ISLAMIC STUDIES, KADUNA STATE, NIGERIA
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Date
2021-04
Authors
SHEHU, Muhammed
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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.
Description
A THESIS SUBMITTED TO THE SCHOOLOF POSTGRADUATE STUDIES,
AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF MASTER DEGREE IN CURRICULUM
AND INSTRUCTION
DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND CURRICULUM,
FACULTY OF EDUCATION,
AHMADU BELLO UNIVERSITY,
ZARIA, NIGERIA
Keywords
EVALUATION,, EFFECT OF DIFFERENTIATED INSTRUCTION,, EFFECT OF DIFFERENTIATED INSTRUCTION,, SENIOR SECONDARY SCHOOL STUDENTS,, ISLAMIC STUDIES,, KADUNA STATE,, NIGERIA