ISLAMIC STUDIES TEACHERS’ ACCEPTANCE OF MOBILE LEARNING IN ILORIN SOUTH LOCAL GOVERNMENT AREA OF KWARA STATE, NIGERIA

The study is on the relevance of appropriate method in the implementation of the Islamic Studies curriculum in schools of Arabic and Islamic Studies in North-west Nigeria. It is a descriptive survey design with a population of one thousand three hundred and ninety-four (1,394) Islamic Studies teachers from the Senior Arabic and Islamic Studies schools in North-West Nigeria and with a sample of three hundred and six (306) Islamic Studies teachers. Purposive sampling technique was used in selecting the sample States for the study using multistage cluster sampling process where Katsina, Kano, Kaduna and Jigawa states due to fewer security challenges in the states compared to the remaining three States (Zamfara, Sokoto and Kebbi). The States were clustered according to zonal education offices where simple random sampling technique was used in selecting the schools and respondents from the clustered zones. The instrument used was developed by the researchers designed in four-point moderated Likert rating scale to suit the objective of the study. The study comprised of one research question and one hypothesis. The research question was answered by mean score while the hypothesis was analysed through the t-test statistics. The findings revealed that Islamic Studies teachers appropriately used suitable method in the implementation of the Islamic studies curriculum in the schools of Arabic and Islamic studies in North-West Nigeria. It is recommended that teachers in the schools of Arabic and Islamic Studies should maintain the use of learner - centred, demonstration and problem-solving approaches in the teaching and learning process because of their positive effects in teaching and learning process.

This study was on compliance with evaluation procedures as catalyst for implementation of Islamic studies curriculum in schools of Arabic and Islamic studies in North-West Nigeria. It was guided by one research objective, one research question and one null hypothesis. The study adopted descriptive research design with population that comprised 1,394 Islamic studies teachers and 10,037 students. 306 Islamic studies teachers and 378 students were selected as samples of the study based on the Research Advisors (2006) table for determining sample size. Purposive sampling technique was used in selecting the sample States for the study which comprised Katsina, Kano, Kaduna and Jigawa States. The States were clustered according to zonal education offices, schools and respondents, where simple random sampling technique was used in selecting the schools and respondents from the clustered zones. The instruments used for the study was Teachers’ Questionnaire for Evaluation of Islamic Studies Curriculum Implementation (TQEISCI). The data collected was analyzed using descriptive statistics in answering the research question and t-test for independent samples in testing the null hypothesis at 0.05 level of significance. The findings revealed that there is no significant difference in the teachers’ assessment on the level of compliance with evaluation procedures leading to certification in the schools of Arabic and Islamic studies in North-West, Nigeria based on school location. That is to say, there is high level of compliance with evaluation procedures leading to certification of the Schools of Arabic and Islamic studies based on the school location in North-West Nigeria by the Islamic studies teachers. It was recommended that Teachers should be encouraged to maintained compliance with evaluation procedures in the process of teaching and learning Islamic studies.

Proper usability of information and communication tools in teaching Islamic studies concept enhances students’ performance in the subject. However, there has been no research that discusses the level of use of ICT tools among high school Islamic studies teachers. This study aims at working on the level of usability of ICT tools among high school Islamic studies teachers based on availability and accessibility. Descriptive survey research design was used in the study. Two research questions were used for the study. The research instrument used was an adapted questionnaire titled Usability of ICT in Teaching Islamic Studies Concept (UICTTISC). A purposive sampling technique was used to select fifteen Islamic studies teachers as a sample for the study. The data collected from the study were analyzed through descriptive statistics, focusing on frequency counts and basic percentages. The findings of the study revealed that Islamic studies teachers’ accessibility level of ICT tools to teach Islamic Studies was high. The latest information in this research has implications for developing educational policies to maximize ICT empowerment and in the future can improve the quality of learning. As an improvement effort, government should train and re-train teachers on the proper usability of ICT in teaching Islamic studies in Senior Secondary Schools.

This study examined the teachers’ variables as predictors of junior secondary school students’ academic performance in Osun West Senatorial District, Nigeria. The target population comprised Islamic Studies teachers and students in junior secondary schools across the ten (10) local government areas in Osun West Senatorial District. Purposive sampling was adopted in selecting 125 Islamic Studies teachers in all the 132 public junior schools in the district and a simple random sampling technique was adopted in selecting 20 Islamic Studies students from each of the 10 Local Government Areas, therefore, 325 respondents were engaged in the study. The questionnaire was employed to collect relevant information from the respondents. Data were analyzed using Percentage, Mean Range, Standard Deviation, and Regression analysis. The study found that factors like teacher confidence, interest in the subject, qualifications, and experience all significantly predicted student performance. It was concluded from the findings of the study that teachers’ variables positively improved students’ understanding of Islamic Studies and predicted their performance. In line with the findings of the study, it was recommended that teachers should be supported through incentives and professional development. The teachers should have a change of attitude towards the teaching of Islamic Studies so that the achievement of universal basic education will not be hindered, those without required teaching qualifications or non-professionals among the Islamic Studies teachers should strive to pursue professional qualifications. Teachers of the subject should improve their pedagogical skills through seminars, Post Graduate Diploma Courses in Education, and workshops.

The paper is on the conceptual framework for judging quality curriculum in teaching Islamic studies in Nigeria Secondary School system. It defines curriculum, quality curriculum, objectives of Islamic studies curriculum, and the teaching process in Islamic studies which include traditionalism, progressivism, Western philosophy, and an eclectic approach that takes both traditional and progressivist perspectives on education into account. The paper also discusses quality curriculum in Islamic studies, criteria for judging curriculum quality in Islamic studies, and characteristics of a quality curriculum. The paper recommends that Islamic studies teachers should endeavor to effectively utilize the criteria for judging curriculum quality to ensure that standards are met and that multiple processes or approaches of teaching Islamic studies should be employed by the teachers in the classroom, Learning experiences that would promote the moral upbringing of learners should form the bedrock of Islamic curriculum in the school system, Islamic studies teachers should be conversant with the Islamic studies curriculum for effective assessment, quality teaching and easy assimilation by learners.

Students and teachers of Islamic Studies that are deficient in Arabic language but depend solely on their competence in English language to study and teach Islamic Studies may find it difficult. In view of this problem, there is the need to look into how students and teachers of Islamic Studies cope with this situation. This study examined causes of students' poor performance in Arabic aspects of Islamic Studies in senior secondary schools in Kwara South Senatorial District, Nigeria by correlating the level of relationship among competence level of Islamic studies teachers in Arabic language, Islamic studies students background knowledge of Arabic language, availability of relevant Islamic Studies textbook, and academic performance of Islamic Studies students. Thirty (30) school administrators, forty (40) Islamic Studies teachers and one hundred and fifty (150) Islamic Studies students were randomly selected from the senior secondary schools from each of the four sampled local Government Areas, which gave a total number of eight hundred and eighty respondents. Meanwhile, the simple random sampling technique was used because it allowed the researcher to give every local government area equal opportunity of being selected after knowing the exact size of their numbers; the required sample size was then selected using the table of random number. A researcher-designed questionnaire was used to collect relevant information from the respondents. Three research hypotheses were formulated for the study and data collected were tested using Pearson Product Moment Correlation Statistical Techniques at 0.05 level of significance. The findings revealed that there was a significant relationship between competence level of Islamic Studies teachers in Arabic language and academic performance of Islamic Studies students. Based on the findings of the study, it was recommended among others that teachers of Islamic Studies that are deficient in Arabic language should endeavour to undergo in-service training in Arabic language so that the objectives of teaching and learning of Islamic Studies could be achieved.

The study aims to examine the utilization of ICT tools for teaching secondary school Islamic studies in Ilorin, Nigeria. Descriptive research design was adopted and simple random technique was adopted to select 120 Islamic Studies teachers in Ilorin. Researcher self-designed questionnaire was used to elicit information from the respondents. Two research questions were raised and answered using percentage. The findings of the study revealed that ICT have influence on teaching and learning. Also, result of the findings shows computer system, telephone, Mp3 player are available for teaching and learning Islamic Studies while firm projector, T.V set, film stripe are not available. The findings also revealed that majority of Islamic Studies teachers are not using ICT tools to teach. It is concluded that ICT have great influence on teaching and learning. Also, using ICT can improve teaching and learning processes. The researchers adopted the experimental research method using two groups; pre-test, post-test/control design. The data for the study were collected using a questionnaire titled “Computer-Assisted Instruction usage and Students Attitude towards Mathematics” (CAISAM). The result shows that calculated T value (0.96) is less than the table value (2.021), meaning that, the use of computer-assisted program in teaching of Mathematics enlivens the attitude of the students towards the subject.

This paper extensively explored students’ aptness to mobile learning and their perceptions about their application and difficulties of using mobile phone applications in Islamic Studies communicative skills. The participants are undergraduate students studying Islamic Studies at Ekiti State University Ado Ekiti. To collect data, a questionnaire is used on whether Arabic students use their mobile phones as educational tools while learning, reading Arabic aspect of Islamic Studies and how they give the interpretation. The results showed that, the use of mobile phone is gradually becoming popular among undergraduates of Ekiti State University. Learners used a variety of applications as educational tools outside the classroom. However, the results indicated a lack of adequate support on the part of many teachers who either do not allow the use of mobile phones in class or provide limited guidance for using mobile applications in independent learning. Results also showed that students use a variety of mobile applications to support their learning Arabic aspect of Islamic Studies although they mostly use them informally without their teachers‟ direction or guidance, and sometimes face technical and functional challenges. The results showed that many Islamic Studies students have a generally positive attitude toward using mobile-phones in aspect of Islamic Studies. Based on the findings, it was suggested that, in order for Islamic Studies students to take advantage of the available mobile phone applications, Teachers should be more involved in guiding the students on reliable applications and helping them in effective use of these Arabic applications.

Research on technology adoption often profiles device usability (such as perceived usefulness) and user dispositions (such as perceived ease of use) as the prime determinants of effective technology adoption. Since any process of technology adoption cannot be conceived out of its situated contexts, this paper argues that any pre-occupation with technology acceptance from the perspective of device usability and user dispositions potentially negates enabling contexts that make successful adoption a reality. Contributing to contemporary debates on technology adoption, this study presents flexible mobile learning contexts comprising cost (device cost and communication cost), device capabilities (portability, collaborative capabilities), and learner traits (learner control) as antecedents that enable the sustainable uptake of emerging technologies. To explore the acceptance and capacity of mobile instant messaging systems to improve student performance, the study draws on these antecedents, develops a factor model and empirically tests it on tertiary students at a South African University of Technology. The study involved 223 national diploma and bachelor’s degree students and employed partial least squares for statistical analysis. Overall, the proposed model displayed a good fit with the data and rendered satisfactory explanatory power for students’ acceptance of mobile learning. Findings suggest that device portability, communication cost, collaborative capabilities of device and learner control are the main drivers of flexible learning in mobile environments. Flexible learning context facilitated by learner control was found to have a positive influence on attitude towards mobile learning and exhibited the highest path coefficient of the overall model. The study implication is that educators need to create varied learning opportunities that leverage learner control of learning in mobile learning systems to enhance flexible mobile learning. The study also confirmed the statistical significance of the original Technology Acceptance Model constructs.

The purpose of this study was to evaluate the Mobile Learning Acceptance among faculty members. The research methodology was a concurrent mixed methods design. Research Method in the quantitative part was descriptive-survey, and in the qualitative part a phenomenological approach was applied. In the quantitative part, the study population consisted of all female and male faculty members of technical-engineering groups at Shiraz University (N=147), where 87 participants were selected using stratified random sampling method. In the qualitative part, the participants included a small fraction of the same faculty members who had also participated in the quantitative part and were selected by purposive sampling approach with criteria technique. Research instruments consisted of a researcher-made scale of mobile learning acceptance. Upon verifying the validity and reliability of the scale, it was distributed among the subjects and the collected data were analyzed using SPSS 21 software. Qualitative data were collected from semi-structured interviews with faculty members who had an experience of mobile learning. The quantitative results indicated that in all aspects, except for Usefulness, the faculty members' acceptance of mobile learning was higher than average, and Usefulness was at a moderate level. In the qualitative part, after integrating and summarizing the data, a total of 17 basic themes and three organizing themes were extracted, including the benefits of mobile learning, the barriers and limitations of mobile learning, and the required infrastructure for effective implementation of mobile learning.

The global spread of COVID-19 has motivated many universities to adopt online distance learning systems. Mobile learning applications could play a crucial role during this pandemic. Mobile learning applications are increasing popularity among learners due to their benefits and effectiveness. However, the acceptance of mobile learning system among university students is limited. Therefore, this study seeks to understand the main factors influencing the acceptance of mobile learning applications by proposing a hybrid model by combining the TAM with new constructs of TUT model. Machine learning algorithms were employed to analyze the hypothesized relationships among the constructs in the proposed model. The research findings found that RandomForest and IBK algorithms are the best two algorithms in predicting the main determinants of mobile learning acceptance as comparison with other machine learning algorithms with an accuracy of 81.3%. The results of machine learning predictive algorithms showed that constructs of perceived enjoyment, perceived ease of use, perceived usefulness, effectiveness, efficiency, behavioural intention to use and utilization could predict the acceptance of mobile learning within accuracy rate of 87%. The results of this paper will offer valuable directions for mobile learning designers and developers to better promote mobile learning application utilization in universities.

This research was conducted in Madrasah Aliyah Muhammadiyah 1 Medan and aimed to know: 1) Exemplary behaviour of Islamic studies teachers in Madrasah Aliyah Muhammadiyah 1 Medan. 2) Exemplary behaviour of Islamic studies teachers in fostering students’ discipline in Madrasah Aliyah Muhammadiyah 1 Medan. 3) Exemplary behaviour of Islamic studies teachers in developing students’ interest for studying in Madrasah Aliyah Muhammadiyah 1 Medan. 4) Students’ views and opinions about the exemplary behaviour of the Islamic studies teachers in Madrasah Aliyah Muhammadiyah 1 Medan. This research was qualitative research. Qualitative methods were used because the problem was not clear, dynamic, and full of meaning so it was impossible to obtain and process the data on that social situation by applying quantitative research methods. Subjects in this study were four teachers of Islamic studies i.e. Qur’an Hadith (Al-quran Hadits), Islamic Faith and Moral (Akidah Akhlak), Islamic Jurisprudence (Fiqh), and History of Islam (Sejarah Kebudayaan Islam). Results of the study indicated that exemplary behaviour of teachers as parents in madrasah was very influential in leading the students to be a faithful, moral and educated generation. Islamic studies teachers already have the attitude of manners, discipline, achievement and the values of devotion to Allah. Furthermore, the teachers of Islamic studies in Madrasah Aliyah Muhammadiyah 1 Medan also have many good characters such as patient, authoritative, friendly, hard-working and responsible. Teachers’ efforts in Madrasah Aliyah Muhammadiyah 1 Medan in creating students’ interest in studying and discipline were begun from the teachers themselves as role models for students whom they show their patience and sincerety in teaching to.

Arabic language its teachers and intellectuals have been facing difficulties and obstacles for a long time in Nigeria, and these difficulties are often related to their profession, Unfortunately, this language has encountered obstacles that impede its tremendous growth and development, Professional problems are among the most challenges facing many teachers of Arabic and Islamic studies in the country. These challenges started from the Nigerian educational policy, where the Arabic language was placed in third place among the foreign languages used in the country, despite the large number of Muslims and those interested in the Arabic language, This is due to the lackadasical attitude of government towards Arabic and Islamic studies teachers, and for this reason it is difficult for them to compete side by side with their counterparts from other fields in terms of professional development. On that basis, this paper aims to discuss the professional problems and obstacles bedeviling Arabic and Islamic studies teachers in Nigeria, and also intends to bring forward some solutions and way forward to that obstacles.

The Saudi Arabian government is committed to updating and improving its education system. Thus, in March 2017, a project was declared to convert the existing book-based methodology to modern, mobile technology in the K-12 education space by 2021. As part of this process, a deep-dive literature review of student acceptance of mobile learning confirmed that there was limited research into what elements had an effect on how much students were likely to accept learning with mobile applications in the five to 18-year-old demographic of K-12. The conclusion of the literature review was that the Saudi Arabian Education Ministry must acquire an understanding of these elements in order to strategize the implementation of the new technology. This study approached high school students, aged 16 – 18, in Saudi Arabia, to examine the elements which would influence their acceptance of mobile learning technology. The research consolidated known elements of education, namely learning self-management, system quality, and hedonic motivation with the Unified Theory of Acceptance and Use of Technology (UTAUT) to create a significant theoretical model for the new technology in a high school setting. Conclusions were drawn that societal influence did not affect the student’s approach to mobile learning, but that learning self-management, the expectancy of effort and performance, hedonic motivation and the quality of the system did affect the acceptance behaviour of the students. It was also noted that gender was not a significant factor in the study

This study investigates the influence of parental background of secondary school students on their academic performance in Islamic Studies in Nigeria. The cross-sectional research design was adopted for this study. The population of the study consists of all senior secondary school students in north-central Nigeria. A total of 384 Islamic Studies students from seven states that constitute north-central geo-political zone of Nigeria served as participants in this study. This study was a quantitative research; questionnaire was used as the instrument for data collection which was based on the secondary school students’ parental background such as education, occupation, income and involvement. Validity and reliability of instrument were established by the opinions of experts. In addition, a pilot test was carried out by reporting the Cronbach’s Alpha co-efficient for the internal consistency of the instrument. SPSS was used for data analysis and multiple regressions were also used to answer research hypotheses formulated for this study. This finding indicates that the level of parents’ education, prestigious occupation of parents, income level of parents and involvement of parents in their children’s education are capable of enhancing academic performance of students especially in Islamic Studies. Parents should collaborate with Islamic Studies teachers and school management so as to foster the performance of secondary schools Islamic Studies students in North-Central Nigeria.