Yunusa Muhammad SHANU

Effects of Auditory materials in teaching and learning the glorious Quran in junior secondary schools in Yobe state

Introduction

Effects of auditory materials in teaching and learning the glorious quran in junior secondary schools in yobe state. Examine the impact of auditory materials on teaching and learning the glorious Quran in junior secondary schools in Yobe State. Essential for enriching and accelerating education.

Abstract

This research work examined the effects of auditory material in teaching and learning the glorious Qur’an at Ramat in junior secondary school in Yobe state. The study was anchored on constructivist theory. The researcher used both primary and secondary sources from a sample of one hundred (100) respondents obtained by the use of a well-structured questionnaire; the data collected were analyzed using descriptive statistics such as mean. The result that Auditory resources are essential materials in teaching and learning process as their potential for enriching visualizing simplifying, transmitting and accelerating teaching and learning process motivate, both teachers and learners to achieve their aims, it was recommended among other government should provide adequate fund to schools for the purchase of Auditory and other relevant resources for teaching and learning and teachers should improvise instructional materials when need be.

Review

This study embarks on a pertinent investigation into the utility of auditory materials in enhancing the teaching and learning of the Glorious Qur'an within junior secondary schools in Yobe State, Nigeria. The chosen context is significant, highlighting the practical application of pedagogical theories in religious education. Anchored in constructivist theory, the research aims to uncover the "effects" of these materials, suggesting an exploration into how students actively construct their understanding and engagement with the sacred text through auditory aids. The relevance of such a study is high, given the continuous search for effective instructional strategies, particularly in subjects requiring precise pronunciation and memorization, where auditory input can play a crucial role. Methodologically, the study employed a quantitative approach, utilizing a well-structured questionnaire administered to a sample of 100 respondents, drawing from both primary and secondary sources. Data analysis was conducted using descriptive statistics, specifically the mean. While a sample size of 100 is generally adequate for quantitative studies of this nature, the reliance solely on descriptive statistics, particularly the mean, for examining "effects" might be limited if a deeper causal relationship or comparative impact was intended. The abstract could benefit from clarifying how "effects" were precisely measured beyond perceptions, and how the questionnaire effectively captured nuances related to constructivist principles. Furthermore, the slight inconsistency between "Ramat in junior secondary school" and "junior secondary schools" could be clarified for precision. The research concludes that auditory resources are essential, citing their potential to enrich, visualize, simplify, transmit, and accelerate the teaching and learning process, thereby motivating both teachers and learners. This finding, while broad, underscores the perceived value of these materials among respondents. The recommendations — advocating for adequate government funding for resources and encouraging teachers to improvise instructional materials — are practical and directly address challenges often faced in educational settings. For future iterations, the paper could strengthen its impact by detailing the specific types of auditory materials examined, providing more granular insights into how these materials manifest constructivist learning, and perhaps employing inferential statistics or qualitative methods to explore the "effects" with greater depth and nuance beyond perceived benefits.

Full Text

Comments

You need to be logged in to post a comment.