1.1 Introduction
Media is broadly defined as channels of communication through which information, ideas, and knowledge are transmitted to the public (McQuail, 2010). In the educational context, media serves as both a source of information and a pedagogical tool that enhances teaching and learning processes (Al-Busaidi, 2012). The integration of media into education is increasingly significant in contemporary times, where students are exposed to diverse sources of knowledge beyond the traditional classroom setting.
Traditionally, Islamic Studies relied heavily on textbooks, lectures, and rote learning. However, the advent of media has transformed the way students interact with religious knowledge, enabling access to audio-visual content, online lectures, educational programs, and interactive platforms that provide diverse perspectives on Islamic teachings (Musa, 2020). The influence of media on students' academic performance is a subject of growing interest among educators and researchers. Effective use of media is associated with improved comprehension, increased motivation, and enhanced engagement in the learning process (Olatoye & Ojo, 2019).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the aim and objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
The role of media in education has grown significantly over the past few decades, influencing how students acquire knowledge and engage with learning materials. According to McQuail (2010), media serves as a vital channel for the dissemination of information, ideas, and cultural knowledge. In educational contexts, media is not only a source of information but also a tool that enhances instructional methods, improves student engagement, and facilitates interactive learning experiences.
Islamic Studies, a core subject in secondary schools, is designed to equip students with knowledge of Islamic beliefs, practices, ethics, and history. Ahmed (2017) reported that the integration of media into Islamic Studies teaching has the potential to improve student understanding, retention, and academic performance by providing visual and auditory learning experiences that traditional textbooks may not offer. Similarly, Al-Busaidi (2012) asserted that educational media enables students to explore complex religious concepts more effectively, and critical thinking.
Musa (2020) stated that improper use of media or overexposure to non-educational content may distract students or lead to misinformation, thereby negatively impacting their performance. On the other hand, Kpolovie (2018) affirmed that students with access to quality media resources demonstrate higher engagement and improved academic outcomes compared to peers with limited exposure.
Teachers' competence in using media for instructional purposes is another crucial factor affecting student performance. Ololube (2013) contended that the effective use of media depends largely on teachers' skills, training, and willingness to incorporate technology into lesson delivery. Olatoye and Ojo (2019) stated that inadequate teacher preparedness may result in underutilization of media, thereby limiting its potential positive effects on student performance.
The increasing reliance on media as an educational tool, combined with varying levels of access and teacher competence, underscores the need to understand its impact on student outcomes in specific subjects such as Islamic Studies. The complex interaction between media exposure, teaching strategies, and student engagement necessitates empirical investigation to provide evidence-based insights. This study is set against the backdrop of assessing the effect of the media on the performance of Islamic Studies students in secondary schools, examining both the opportunities and challenges associated with its use.
1.3 Statement of Problems
Investigation revealed that students may become distracted by entertainment-oriented content or encounter conflicting information that affects their understanding of Islamic teachings (Ahmed, 2017). On the other hand, some educators argue that media provides an avenue for innovative teaching methods, offering visual, auditory, and interactive learning experiences that were previously unavailable in traditional classroom settings (Musa, 2020).
Furthermore, differences in media access and usage among students create disparities in learning outcomes. Students with limited access to quality media resources may struggle to keep up with their peers who have extensive exposure to educational media (Kpolovie, 2018). It is against this backdrop that this study seeks to assess the effect of the media on the performance of Islamic Studies students in secondary schools.
1.4 Aim and Objectives of Study
The aim of the study is to assess the role of media in shaping the performance of Islamic Studies students in secondary schools. In achieving this aim, the following specific objectives were laid out as follows:
- To determine the effect of media on students' understanding and retention of Islamic Studies concepts.
- To identify the challenges students and teachers face in integrating media into Islamic Studies lessons.
- To evaluate the relationship between access to media resources and student performance.
- To examine the extent to which media is used in teaching and learning Islamic Studies.
- To suggest strategies for effective use of media to improve learning outcomes in Islamic Studies.
1.5 Research Questions
Based on the objectives, the study will address the following research questions:
- To what extent is media used in teaching and learning Islamic Studies?
- How does the use of media affect students' understanding and retention of Islamic Studies concepts?
- What challenges do students and teachers face in using media for Islamic Studies lessons?
- Is there a relationship between access to media resources and students' performance in Islamic Studies?
- What strategies can enhance the effectiveness of media in improving learning outcomes?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between the use of media and the academic performance of Islamic Studies students in secondary schools
- H1: There is a significant relationship between the use of media and the academic performance of Islamic Studies students in secondary schools
Hypothesis Two
- H0: The use of media has no significant positive effect on the academic performance of Islamic Studies students in secondary schools
- H1: The use of media has a significant positive effect on the academic performance of Islamic Studies students in secondary schools
1.7 Significance of Study
It is believed that at the completion of the study, the findings will learn how to use media as a tool to improve comprehension and retention. The study will also be able to utilize media to improve their understanding and performance in Islamic Studies.
Furthermore, the research will be informed on designing policies that facilitate the use of educational media in secondary schools. In addition, school administrators will benefit by identifying strategies to improve access to educational media resources.
Lastly, researchers will gain empirical data to inform further studies on media and academic performance in religious education.
1.8 Scope of Study
The study focuses on secondary schools in Lagos State, Nigeria, examining how media influences the performance of students in Islamic Studies. Both private and public schools are included to ensure a representative sample of student experiences and access to media resources.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
Media: Channels of communication such as television, radio, print, and digital platforms used to disseminate information and facilitate learning (McQuail, 2010).
Islamic Studies: A subject in secondary schools focused on teaching Islamic beliefs, ethics, jurisprudence, and history (Ahmed, 2017).
Academic Performance: The measurable outcomes of a student's learning, usually assessed through examinations, tests, or continuous assessments (Olatoye & Ojo, 2019).
Integration of Media: The process of incorporating media tools into teaching to enhance learning effectiveness (Al-Busaidi, 2012).
Student Engagement: The level of attention, curiosity, and interest shown by students in learning activities, influenced by teaching methods and resources (Musa, 2020).
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