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International Journal of Educational Innovation and Research
Volume 2, Number 1, 2023, pp. 28-39
DOI: https://doi.org/10.31949/ijeir.v2i1.3070
ISSN: 2810-0808
This is an open access article under the CC BY-SA license.
Copyright © 2023 by Author.
Teachers’ quality on use of information and communication
technology tools for teaching Arabic Language in Ilorin- South
Secondary Schools
Adebayo Lawal Musibau*, Imam Umar Ibrahim
University of Ilorin, Ilorin Nigeria
*Coresponding Author: lawal.ma1@unilorin.edu.ng
ABSTRACT
Information and Communication Technology (ICT) has become an
indispensable tool which has penetrated all aspects of human life.
Based on this fact that the researcher examined post primary
school teachers’ quality use of ICT tools for teaching Arabic
Language in Ilorin South Local Government Area. Descriptive
research method was adopted for this study. The population for
this study comprised all secondary school Arabic teachers in Ilorin
South Local Government Area while the target population is the
Arabic teachers at SS I to SS III. Purposive sampling technique was
used to sample 150 teachers as respondents which constituted
the study sample. Researcher designed checklist was used for the
instrument. Research question one with correspondent
hypothesis was tested with t- test, while research questions 2,3
with similar hypotheses were tested using One-way ANOVA at
alpha level of 0.05. Finding of the study shows that:(i) Significant
difference exist in the Arabic teachers’ usage of ICT tools based
on gender.;(ii) statistically significant difference did not exist in the
Arabic teacher’s usage of information and communication
technology tools based on qualification; and (iii) significant
difference exist in the Arabic teacher’s use of ICT tools based on
experience. Based on these findings, conclusion was reached thus
Arabic tutors quality has a significant impact on the use of ICT
tools in secondary, which include satellite broadcast, digital player
computer and so on, also, the ministry of education should be
inspecting and monitoring the use of available ICT tools and its
usage in teaching Arabic language among others.
ARTICLE HISTORY
Received 2022-08-13
Accepted 2023-01-22
KEYWORDS
Teachers
Quality
Information
Communication
Technology
INTRODUCTION
Education which is seen as the process of cultivation of knowledge, skills, values, beliefs and behavior
has been affected by information and communication technology (ICT) which have undoubtedly affected
teaching, learning and research. Yusuf, (2005). Information and communication technology (ICT) are
additional term for information technology that buttresses the impact of unified communications. ICT is a
wide discipline and the concepts are evolving. Its coverage includes, storage of products, retrieve,
manipulate, transmit or acceptance of data electronically in a digital form, e.g. Personal computers, digitals
television email, robots. ICT refers to instruments, such as computationally gadgets, computers, hardware,
software and tools, method, process, ways, ideas, principals, science, that result into display in the process of
data procedure such as acquisition, representation, processing, presentation, security, interchange, transfer,
Masibau & Ibrahim
2
administration, organization, storage and retrieval of data FRN, [2004]. According to Jatto, Abdulsalam,
Balogun, Abubakar and Al-Hassan, (2013). information and communication technology (ICT) involve the use
of electronic computers and other electronic communication means to manage and process information
effectively. It is a major transformation tool in a modern society. ICT which is an accepted acronym of the
word “information and communication technology” has been given different definitions by different scholars
within and outside the computers and telecommunications for the processing and distribution of data in
digital, audio, video and other forms. Omoniyi (2013) stated that ICTs are tools employed in the collection,
storage, retrieve, use, transmission and dissemination of information as accurately and efficiently as possible
for the purpose of knowledge enrichment, developing decision making and problem-solving ability of the
user. ICT is an important tool for educational development, ICT application and use will contribute
beneficially in upgrading Nigeria’s education. A technologically advanced work force will lead to ICT growth
in Nigeria with the potential to improve military intelligence on technology and telecommunications, media
communications and skilled ICT professionals who will be well equipped to solve information technology
problems in Nigeria and other part of the world Goshit, (2006). Syed Noor-ul-amin (2013) observed that
based on the large usage of ICTs in education the need be to unscramble the myth that surrounds the use of
information and communication technology (ICT) as an aid to teaching and learning and the influence it has
on students it has on students’ academic performance. ICTs are said to help increase access to education,
strengthen the relevance of education to the increasingly digital workplace and raise educational quality.
However, the practice of introducing different ICTs in the classroom and other educational setting all over the
world over the past several decades indicates that the full realization of the potential educational benefits
can be achieved through the use of ICT. The directly link between ICT use and students’ academic
performance has been the focus of extensive literature during that last two decades. ICT therefore assists
students in their learning by improving the communication between them and the instructors Valasidou &
Bousiou (2008), It should be very important to acknowledge that making the use of ICT should be a
compulsion at all levels of educational institutions, development of ICT curricular for primary, secondary and
higher institutions, use of ICT in distance education, ICT companies’ investment in education study grant and
scholarship on (ICT) training the trainer scheme for national forth service corps members,’ capacity
development at zonal, state and local levels. Therefore, the results provided by both the quantitative and
qualitative analysis of the literature showed those aspects which are related to ICTS for education and ICTS in
education. ICTS for education refers to the development of information and communication technology
purposefully for teaching and learning purposes, while the ICTS in education involves the adoption general
components of information and communication technologies in the teaching learning process.
Statement of the Problem
Oliver [8] studied the role of Information and Communication Technology in higher education in Perth
Western Australia, Dennis (2000) investigated ICT for environmental sustainability in London, UK.
Fakomogbon (2004) researched the problems of using foreign instructional media in the Nigerian
environment, additionally, as Iwu (2006) examined some perspectives on Information and Communication
Technology in Owerri, Ajayi (2006) researched on role of Information and Communication Technology in
supporting special education needs and inclusion in Ikere-Ekiti. Most teachers and student-teachers
constantly visit off-campus cyber cafes to use ICT facilities, Olaniyi (2006). The review in this area therefore
justifies the need for the present study.
Furthermore, it is only Fakomogbon (2004), Iwu’s (2006) and Ajayi’s (2006) studies that were conducted
in Nigeria but not in Ilorin, Kwara State. To the best of this researcher’s knowledge, no study had been
conducted on secondary school teachers’ quality of information and communication technology tools for
teaching Arabic Language in Ilorin South Local Government Area. This is part of the gap that this study
intends to fill.
International Journal of Educational Innovation and Research
3
Purpose of the Study
The purpose of this study is to examine secondary school teachers’ quality on the use of information
and communication technology tools for teaching Arabic Language in Ilorin South Local Government Area.
Specifically, this study aims at finding out: (1) the use of Information and Communication Technology tools
by Arabic teachers based on gender; (2) the use of Information and Communication Technology tools by
Arabic teachers based on qualification; (3) the use of Information and Communication Technology tools by
Arabic teachers based on experience.
Researcher Questions
The following research questions were answered in this study: (1) Does any difference exist in
secondary school Arabic teachers’ use of Information and Communication Technology tools based on
gender?; (2) Does any difference exist in secondary school Arabic teachers’ use of Information and
Communication Technology tools based on qualification?; and (3) Does any difference exist in secondary
school Arabic teachers’ use of Information and Communication Technology tools based on experience?
Research Hypotheses
The following hypotheses were tested in this study:
H01: Significant difference did not exist in the Arabic teachers’ use of Information Communication
Technology tools based on gender.
H02: Significant difference did not exist in the Arabic teacher’s use of information and communication
technology tools based on qualification.
H03: Significant difference did not exist in the Arabic teacher’s use of information and communication
technology tools based on experience.
Scope of the Study
In terms of coverage, this study was limited to Ilorin South Local Government Area. The population for
this study comprised all senior secondary school teachers in Ilorin South Local Government Area. The target
population, however, were all teachers of Arabic from senior secondary school in Ilorin South Local
Government Area. As for target population, thirty (30) Public and twenty (20) private Senior Secondary School
were sampled for this study from Ilorin South Local Government Areas with the use Stratified random
sampling technique. Purposive sampling technique was used to select three (3) senior secondary Arabic
teachers in each of the fifty (50) schools in Ilorin South for a total number of one hundred and fifty
respondents that constituted the sample scope. Questionnaire inform of checklist was used as the instrument
for data collection, percentage, One Way ANOVA and t-test statistic was used to analyse data.
LITERATURE REVIEW
Gender as observed by Pollard & Morgan (2002) refers to the socially constructed expectation for male
and female behavior which prescribes a division of labor and responsibilities between males and females
granting of different rights and obligation to them. Gender also described social and historical constructs for
masculine and feminine roles, behaviours, attributes and ideologies, which connote some notion of biological
sex. Azikiwe (2001). The World Health Organisation (2016) defined gender as the socially constructed roles,
behaviour, activities and attributes that a particular society considers for men and women. To Woolfolk
(2010) gender usually refers to traits and behaviors that a particular culture judges to be appropriate for men
and women.
Furthermore, Arigbabu & Mji (2004) asserted that the concept of gender is an important one in science
education, especially with an increasing emphasis on ways of boosting man power for technological
development as well as increasing the population of females in Africa. The scholar went further that gender
Masibau & Ibrahim
4
bias is still very prevalent. Some studies Sadker & Klein, (2001); Subrahmanian, (2002) have shown very
significant differences in the use of information and communication technology with regard to gender.
According to Sadker and Klein (2001), boys treated computer as a device to complete a task while girls
considered computer as a recreational device. These scholars concluded that boys use technology more for
fun, while girls tend to use it more as a means of communication. In a study conducted by Subrahmanian
(2002]), it was observed that while differences in time spent on computers between girls and boys have
lessened, the two (males and females) genders tend to use the technology in very different ways. Adebileje
(1995) and Lawal (1999) revealed that gender has no influence on teacher’s performance during the
teaching-learning process. Amadi (2010) also argued that gender cannot be regarded as a serious
determining factor to effective and efficient teaching in the classroom. Furthermore, on the variable of
interest in this study which is gender, most scholars have found the significant difference based on the use
of Information and Communication Technology with regard to gender, for instance, Volman & Van Eck,
(2001) revealed in their study that male teachers used more Information Communication Technology in their
teaching and learning processes than their female counterparts. Also, Adams (2002) observed that female
teachers applied information and communication technology more than the male teachers.
As expressed in the National Policy on Education FRN, (2004) “no education system can rise above the
quality of its teacher”. As such, qualification must be considered as an important factor in
teaching/instructional decision. Teachers’ qualification signifies the teachers’ level of educational and
professional attainment. If teachers have a greater exposure to learning, they are presumably more able to
manipulate the teaching activities (Adedeji, 2006). Empirical studies have shown the significant difference
regarding teachers’ qualification and experience on the use of Information and Communication Technology
tools in the teaching learning process. For instance, Oredein and Oloyede (2007) worked on supervision and
quality of teaching personnel effects on students’ academic performance in Ogun state, Nigeria. Their finding
revealed that teachers’ qualification of a Specific Subject matter, particularly at the Secondary School level is
a predicator of Students achievement. This result is also similar to Goldhaber & Brewer (2002) investigated on
does teacher certification matter in high school and students’ achievement. They found that students
perform better in mathematics if taught by qualified teachers. Similarly, Lau & Sim (2008) researched on the
extent of ICT adopting among secondary school teachers in Malaysia. They revealed in their finding that
older teachers frequently use computer technology in the classrooms more than the younger teachers. The
major reason could be that the older teachers having the experience in teaching, classroom management
and also competent in the use of computers can integrate information and communication technology into
their teaching.
Moreover, Adebowole (2012) submitted that using Information and Communication Technology by
the Nigerian secondary school teachers is relatively high. This is similar with the finding of Gray and Souter
(2004) that those teachers came out with positive result when they used information and communication
technology. Contrary to the opinion of the findings above, Adomi & Kpagban (2010) found that computer is
not part of classroom technology in more than 90 percent of Nigerian public schools. Where it exists, its use
can be described as gross misuse, where up to 20 students are allotted to one computer system or just one
computer is available to all the students in the school. In addition, through ICT, students widen and deepen
their knowledge of investigation and inquiry according to their needs and interest when access to
information is available on multiple levels, CEO Forum on Education and Technology, (2001).
Past studies into teachers’ use of ICTs identified staff development as one of the supporting factors in
using ICT effectively in the classroom. McCarney (2004) reported on an investigation into effective staff
development in ICT for teachers. A sample of Scottish primary school teachers were surveyed to investigate
the influence of different models of staff development in ICT on the teacher and to explore the knowledge
and skills gained by the teachers from staff development: technical; academic/content-related; pedagogy.
International Journal of Educational Innovation and Research
5
The results show the need for a much greater emphasis to be placed on the method of ICT. This should be of
interest to all needed in in teacher education and the continuing professional development of teachers.
Moseley et al., (1999) in UNESCO (2004) noted on pedagogy using ICT and observed that the most
successful teachers were those who used examples and counterexamples and involved students in explaining
and modelling subject contents in the class. Their study also indicated that teachers who favored ICT were
likely to have well-developed ICT skills and to see ICT as a significant tool for learning and instruction.
Teachers’ pedagogical approaches are in turn affected by a number of cogent factors. First, they are affected
by the knowledge about their subject. There is a clear distinction between teachers who choose ICT resources
to fit within a particular topic and those who choose resources merely to present pupils’ work in a new way,
without any direct application to the topic. The evidence shows that when teachers use their knowledge
about the subject and also how students understand the subject with their use of ICT have additional effect
on students’ attainment. Cox et al. (1999) reported their findings on a small project funded by the Teacher
Training Agency and Oracle through the Miranda Net project, set up to investigate the factors which have
contributed to the continuing use of ICT by experienced ICT teachers in their teaching. They collected data
through a literature search, teacher checklist, teachers' reports and interviews. The factors which were found
to be most important to these teachers in their teaching were: making the lessons more interesting,
facilitating, simpler, more fun for them and their pupils, more diverse, more motivating for the pupils and
more enjoyable. In addition, more personal factors found were improving presentation of materials, allowing
greater access to computers for personal use, giving more power to the teacher in the school, giving the
teacher more prestige, making the teachers' administration more efficient and providing professional support
through the Internet. In a study conducted in Scotland by Gray and Souter (2004) on teachers’ ICT skills and
knowledge need, it was reported that the use of ICT was relatively low and was mainly on a fairly narrow
range of ICT. Word processing is the predominant use made of ICT in primary and secondary schools. There
is some use of externally produced educational software in both sections (primary and secondary school);
teachers tend to use a broader range of generic packages such as spreadsheets and DTP than primary
teachers do. There is very little use of the Internet and WWW or e-mail by either primary or secondary
teachers, despite the fact that a majority of secondary schools have access to the Internet. Resources such as
video conferencing and network computer conferencing are rarely used. The study further revealed that
primary teachers use ICT simply to support classroom practice; secondary teachers use it as much or more for
professional development and personal use as in the classroom. Teachers are using ICT throughout the
curriculum but the levels of use and kind of attitude vary in secondary schools between subject areas.
Mathematics and science teachers use ICT relatively little while amongst non-computing teachers, ICT is used
most by teachers of business and management subjects. The challenges to access and the use ICT unlike any
other studies facing challenges, to the access and the use of ICT by the user (i.e. Arabic teacher) have
experienced many problems. Some of the challenges facing Nigeria’s information technology education and
technology capacity building include the following: (1) Poor information infrastructure; (2) Poor
implementation of ICT in African schools; (3) Fund constrain to maintain digital library or internet service; (4)
Lack of teacher’s confidence and teacher’s computer anxiety; (5) Absence of some ICT components in the
school’s hampers teachers use of ICT; (6) Absence of sound policy frame work and support strategies drive
ICT integration with education; (7) Electricity Epileptic; and (8) Poor link between academia and industry.
Despite the expansion of ICT, it uses on educational purpose is still relatively small, the use of
technology in education and in Islamic and Arabic studies education specifically remains on emerging field of
study, largely because technological advances introduce new instructional possibilities. Murray (2007). Arabic
language, is offered as a subject at all cadre of educational system in Nigeria curriculum content Ajidagba.
Ajidagba (2002) further explained that different curricular were made available for Arabic at all levels of
education. Arabic language is offered in secondary schools as a separate subject. It is offered at both the
Masibau & Ibrahim
6
junior and senior secondary schools as a core and an elective subject Ajidagba, (2002). There are four Arabic
components at the senior secondary level which are: Arabic Grammar, Reading Comprehension, Writing and
Literature. FME, [2008]. Arabic language assumed a distinct status among the world languages because it is
the language in which Qur’an was revealed. It cannot be compared with any other languages in terms of its
distinct status because of the divine approved on its universality and uniqueness Rose & Oladosu (2008). The
major objectives for studying Arabic in Nigeria is identified by Lawal (2010) as follows: Nigeria belongs to
some international organisations where Arabic is a working language; Nigeria shares political and socio-
cultural affinity and aspirations with many Arabic speaking countries; Nigeria can exchange experiences and
ideas and, in fact, can benefit tremendously in the area of Petro-chemical industry through dealings with the
Arab countries which have recorded giant strides in the area; Nigerian diplomats in the Arab countries
require at least a working knowledge of Arabic to enable them interact meaningfully and smoothly with the
host countries.
Arabic can be taught with the use of ICT tool as Adebowale (2012) explained that video programmed
can also be viewed on television using a video tape player. This enables teachers and students to slot video
cassettes of their choice in the video cassettes recorder (VCR). There are video cassettes on speaking Arabic
and recitation of the Qur’an etc. Digital video disc or digital versatile disc (DVD) is an optical disc storage
media format. Its main uses are video and data storage. It stores photographs, map of Arab countries and the
world as a whole, written information etc., and DVD player or computer programme controls access to the
information.
METHODS
Research Type
This study adopted a descriptive survey research type. A descriptive research, is a systematic procedure
to describe educational phenomenon and the characteristics of a given population or areas of interest,
factually, to ensure description of situation as it is, Daramola, (2003). Thus, a descriptive survey research is
considered appropriate for this study because the researcher is interested in examining the teachers’ quality
on information and communication technology tools for teaching Arabic language in Ilorin-South secondary
schools
Population, Sample and Sampling Techniques
The population for this study were all secondary school teachers in Ilorin South Local Government
Area. The target population consisted of all teachers teaching Arabic language at the senior secondary school
level in Ilorin South Local Government Area. Within target population, thirty (30) Public and twenty (20)
private Senior Secondary School was sampled for the study from Ilorin South Local Government Areas with
Stratified random sampling technique. Purposive sampling technique was used to select three (3) senior
secondary Arabic language teachers in each of the school that make up fifty (50) schools in Ilorin South for a
total number of one hundred and fifty respondents for this study. This sample was choosing because of
number of teachers of Arabic language that were not much and also, it enabled researcher to use the
available teachers.
Instrumentation
A researcher-designed checklist was used as an instrument on secondary school Arabic teachers’
quality on the use of information and communication technology tools for teaching. It has two sections;
section A deals with deals with teacher’s quality on usability of ICT tools which contains 20 items used to
gather information. Items on the instrument was scored on a four Likert scale (very frequently, frequently,
sometimes and not at all) and items on section B of the instrument was scored on a two Likert scale (negative
and positive). In establishing the face and content validity of the instrument, the draft copy of the instrument
International Journal of Educational Innovation and Research
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was given Two experts in the Department of Arts Education, University of Ilorin and other lecturers for
necessary corrections. The corrections made were effected and the final copies were produced to obtain
information for the study. The reliability of the instrument was determined through the test- retest method at
an interval of three weeks. The results of the first and second tests were correlated using the Pearson’s
Product Moment Correlation Coefficient to determine the consistency of the instrument.
Data Analysis Techniques
Hypotheses 1 was tested using t-test statistic while hypotheses two (2) and three (3) were tested using
One-Way Analysis of Variance (ANOVA) all at 0.05 alpha level of significance.
RESULTS AND DISCUSSION
This section presents the analyses and results of the data collected for this study. Data collected from
150 senior secondary Arabic language teachers and were analyzed using descriptive statistics of percentage
to answer the research questions that had corresponding hypotheses which were tested using independent t
test and Analysis of Variance (ANOVA).
Hypotheses Testing
Inferential statistics of independent t-test was used to test hypothesis one while hypotheses two and three
were tested using Analysis of Variance (ANOVA) at 0.05 level of Significance
Hypothesis One: There is no significant difference in the Arabic teachers’ use of Information Communication
Technology tools on the basis of gender.
Table 1: t-test Statistics Showing the Difference in the Arabic Teachers’ Use of Information Communication
Technology Tools on the basis of Gender
Gender
N
Mean
S.D.
Df
t-cal
Sig.
Remark
Male
105
3.752
1.232
-
148
1.424
0.03
S
Female
45
2.003
1.021
*Significance at p<0.05
Table 1 shows the t-value of 1.424 obtained with a p-value of 0.03 computed at 0.05 alpha level. Since
the p-value of 0.03 is less than 0.05 level of significance, the null hypothesis one is rejected. This implies that
there is a statistically significant difference in the Arabic teachers’ use of Information Communication
Technology tools on the basis of gender (t (148) =1.424; p> 0.05). This difference was noted by male teachers
of Arabic whose mean score 3.75 was greater than that of female (2.00).
Hypothesis Two: Significant difference does not exist in the Arabic teacher’s use of information and
communication technology tools on the basis of qualification.
Table 2. ANOVA Summary of the Difference in the Arabic Teachers’ Use of Information Communication
Technology Tools based on Qualification
*Significance at p>0.05
Variables
Sum of Squares
Df
Mean Square
F
Sig.
Remark
Between Groups
661.248
4
165.313
Within Groups
27584.345
145
192.098
0.860
0.92
NS
Total
28245.593
149
Masibau & Ibrahim
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As shown in table 2, the F-value of 0.860 with a p-value of 0.92 computed at 0.05 alpha level. Since the
p-value of 0.92 obtained is greater than 0.05 level of significance, the null hypothesis two is retained. This
thus implies that statistically significant difference does not exist in the Arabic teacher’s use of information
and communication technology tools on the basis of qualification (F {3, 145} = 0.860, p>0.05).
Hypothesis Three: Significant difference does not exist in the Arabic teacher’s use of information and
communication technology tools on the basis of experience.
Table 3. ANOVA Summary of the Difference in the Arabic Teachers’ Use of Information Communication
Technology Tools on the basis of Experience
Variables
Sum of Squares
Df
Mean Square
F
Sig.
Remark
Between Group
712.918
8
166.956
Within Group
2863.044
141
199.207
1.275
0.000
S
Total
29346.962
149
*Significance at p>0.05
As shown in table 3, the F-value of 1.275 with a p-value of 0.000 computed at 0.05 alpha levels. Since
calculated sig. (0.000) is less than 0.05. This implies that a significant difference exists in the Arabic teacher’s
use of information and communication technology tools on the basis of experience. To observe where the
significant difference lies, Scheffe post hoc analysis was carried out and the report is shown in Table 4.
Table 4: Scheffe Post Hoc on the Arabic Teachers’ Use of Information Communication Technology Tools on
the basis of Experience
Teaching Experience
N
Subset for alpha = 0.05
1 2
3
Very Experienced
50
41.1667
Experienced
70
29.9130
Less Experienced
50
22.5053
Sig.
1.000 1.000
1.000
Table 4 indicated that very experienced Arabic teachers are the most significant with the mean score
(41.1667) in Subset 1, while the experienced and less experienced teachers with the mean scores (29.9130)
and (22.9130) respectively are the less significant in Subsets 2 and 3.
Findings obtained from this study were: (1) There was a significant difference in the Arabic teachers’
use of Information Communication Technology tools on the basis of gender. This difference was noted by
male teachers of Arabic Language whose mean score 3.75 was greater than that of female (2.00); (2)
Statistically significant difference does not exist in the Arabic teacher’s use of information and
communication technology tools on the basis of qualification; (3) A significant difference exist in the Arabic
teacher’s use of information and communication technology tools on the basis of experience. Very
experienced Arabic teachers attracted the highest mean score (41.1667), followed by experienced Arabic
teachers (29.9130) and less experienced Arabic teachers (22.5053).
This study investigated the secondary school teachers’ quality on information and communication
technology tools for teaching Arabic Language in Ilorin South Local. Finding of this study revealed that
significant difference exists in the Arabic teachers’ use of Information Communication Technology tools on
the basis of gender. This result corresponded with Volman and Van Eck’s (2001) result that male teachers
used more ICT in their teaching and learning processes than their female counterparts. It was also in contrary
with the findings of Adams (2002) that female teachers applied ICT more than the male teachers. The
findings of this study indicated that Statistically significant difference does not exist in the Arabic teacher’s
International Journal of Educational Innovation and Research
9
use of information and communication technology tools based on qualification. This result substantiates the
findings of Ikolo and Okiy (2012) who affirmed that there was no variation in the use of ICT among medical
students in some selected Southern Nigerian Universities across academic levels. This result also disagreed
with Goldhaberts and Brewer’s (2002) findings that students perform better in mathematics if taught by
qualified and experienced teachers.
The finding of this study shows that a significant difference exists in the Arabic teacher’s use of
information and communication technology tools on the basis of experience. This result seemed to validate
the Guyer’s (2003) finding that teachers with more years of teaching experience in social studies had their
students perform significantly higher compared to those taught by less experienced teachers. The finding of
this study also seemed to confirm Oredein and Oloyede’s (2007) research outcome that teachers’ experience
in a specific subject matter, particularly at the Secondary School level, is a predicator of students’
achievement.
The findings of this study might assist teachers of Arabic language Secondary School, because it will
inform them about the relevant of Information and Communication Technology in the teaching and learning.
The outcome of this study could provide insights for SUBEB, TESCOM and NERDC to know the extent of
awareness and utilization of Information and Communication Technology tools in teaching and learning
processes.
CONCLUSION
The following are the conclusions of the findings based on the data collected, analyzed and discussed.
Findings of the study have established that: (1) There was a significant difference in the Arabic teachers’ use
of Information Communication Technology tools on the basis of gender; (2) Statistically significant difference
does not exist in the Arabic teacher’s use of information and communication technology tools on the basis
of qualification; and (3) Significant difference exist in the Arabic teacher’s use of information and
communication technology tools on the basis of experience.
In view of the findings of this study, the following recommendations were made: (1) Constant seminars
and workshops should be organized for teachers most especially females on the importance of Information
and Communication Technology tools and its application to teaching process; (2) More qualified Arabic
teachers who are conversant with the application of modern Information and Communication Technology
tools in teaching the subject should be employed; and (3) Experience teachers in service should be motivated
with the provision of incentives such as merit awards, due salary, loans, medical supports and regular
promotion. Doing these could revitalize their interest in making appropriate use of Information and
Communication Technology tools during teaching and learning processes.
This study focused on the teachers’ quality on the use of information and communication technology
tools for teaching Arabic language in Ilorin-South secondary schools alone. Further study should be
conducted: (1) This study could even be replicated using more than 150 teachers of Arabic with inclusion of
some other variable; (2) This study can also be extended outside Kwara State with more robust statistical
techniques; and (3) Utilization of information and communication technology tools for teaching Arabic
Language in Oyo State, Nigeria based on school type, location and age.
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