Islamic Religious Studies (IRS) is among the subjects offer at primary, secondary and tertiary schools in Nigeria education system. It is given less priority compared to other disciplines such as science and management regarding the method employed by teachers while given instructions in the classroom. The aim of this paper is to determine the teachers’ prospects in the application of audio-visual aids in teaching of Islamic Religious Studies in Secondary Schools. Two hundred and sixty two teachers were invited to participate in the present study. The survey involved the use of questionnaire, which contained two parts. The first part collects the respondents’ demographic information, while the second part contains information regarding the application of audio-visual aids. Descriptive statistics and Chi-Square were the statistical tools used to analyze the data using SPSS version 20. From the result obtained, teachers have preference in using audio-visual aids to teach IRS. Also, lack of audio-visual aids in schools is among the problems highlighted for teaching IRS. Teachers were encouraged to improvise the audio-visual aids when necessary. Community members, parent associations, teachers were encouraged to give their dedications for the success of teaching IRS. Gender was found to have significant association with adaptation for audio-visual aids and reason for chosen the desired audio-visual aids to teach IRS. No significant association was found between gender and the different teaching methods. It was concluded that, audio-visual aids are vital in improving the understanding of IRS. Audio-visual aids such as projector, power point were recommended for use in the teaching of IRS in secondary schools.
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In-Text Citation: (Abubakar, Abdullah, Ali, & Kabir, 2018)
To Cite this Article: Abubakar, T. A., Abdullah, A.-H., Ali, A. R., & Kabir, Z. M. (2018). Teachers Preference on Application of Audio-visuals in Teaching Islamic Religious Studies in Secondary Schools: A Case Study of Katsina Metropolis, Nigeria. International Journal of Academic Research in Business and Social Sciences, 8(4), 737–754.
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