Theses and Dissertations (Education)

Permanent URI for this collectionhttps://repository.iou.edu.gm/handle/123456789/16

Browse

Recent Submissions

Now showing 1 - 7 of 7
  • No Thumbnail Available
    Item
    Disunity amongst Yoruba Muslims: Impacts and Suggested Solutions
    (International Open University (IOU), 2026) Babatunde, Bello Ali
    While Islamic unity is a core principle among Muslims, the absence of such poses a myriad of challenges for many Muslim societies across the world. This research study examines the disunity in Yorubaland, taking the southwest of Nigeria as a case study, and applying the qualitative research method to elaborately dissect the historical, institutional, political, economic, and socio-cultural dimensions of disunity in the southwest of Nigeria. The research study begins with the literal and practical explanation of unity within the Islamic context to lay the groundwork for the representation of the idea in the religious doctrine, and its realistic representation, which may entail areas of human imperfection in administration, worship, politics, youth, and women's representation. The study delves into the thematic analysis of disunity in Yorubaland, drawing from the interviews undertaken, plus the historical background of the establishment of Islam between the fifteenth and the nineteenth centuries, to further justify the degree of Islamic pervasiveness across Yorubaland from the old Oyo Empire, and West Africa, by extension. For comparative evaluation, the Senegalese Islamic community was drawn into the context of understanding how Islamic disunity reverberates across religious sects, tribes, economic classes, and generations. The extent of this research is determined by the available historical data and literature sources covering the prominent records of Islamic expansion, collision with the indigenous and colonial rule in Yorubaland, and the manner of co-existence with Christianity, from the colonial era till the present day in southwest Nigeria. The study identified areas of peaceful coexistence and collaboration between Islam and the Yoruba tradition, Islam and Civil Law, and Islam and Christianity, to justify the degree of accommodation and religious tolerance in the religion. On the other hand, the cultural adaptability of the Yoruba ethnicity predominated the elaborate case studies surrounding the relationship between Islam and the Yorubas.
  • No Thumbnail Available
    Item
    Perception and Attitude of High School Teachers Towards the Use of Digital Classroom Technologies in Jeddah, Saudi Arabia
    (International Open University (IOU), 2026) Abdullateef, Abdulkareem Ahmad
    This research aimed to explore teachers' perceptions and attitudes regarding the utilisation of digital technologies in the classroom in high schools in Jeddah, Saudi Arabia. The sample of the study was two hundred (200) high school teachers representing both the private and the public schools of Jeddah, using a multistage sampling method. The research instrument was a structured questionnaire based on the Unified Theory of Acceptance and Use of Technology (UTAUT), with an overall Cronbach's alpha reliability coefficient of 0.971. The data were analysed using descriptive and inferential statistics, including ANOVA and independent-samples t-tests. The results indicated that educators had very positive attitudes towards the effectiveness of digital technologies on students (M = 3.83-4.09), positive attitudes towards their use (M = 3.93-4.10), and moderate real classroom use (M = 3.37-3.66), but the difference between them was significant. The most rated construct in the paper was behavioural intention to use digital technologies in the near future (M = 4.16-4.23). Poor digital equipment, lack of pedagogical training, and weak internet connectivity were identified as the main obstacles to utilisation. Digital tools training, school type, and teaching experience had a significant effect on technology adoption outcomes, whereas gender did not differ significantly across any of the outcome variables. Based on these results, it was suggested that the educational authorities should focus on equal investment in digital infrastructure, create pedagogically contextualised professional development programmes, and establish institutional cultures that actively promote and sustain the implementation of digital classroom technologies in high schools in Jeddah.
  • No Thumbnail Available
    Item
    Emotional Exhaustion and Time Management as Predictors of Glossophobia Among Muslim University Students in The Gambia
    (International Open University (IOU), 2026) Loum, Tijan
    One of the most common psychological obstacles to academic achievement among college students worldwide is glossophobia, or the fear of public speaking. There is still a dearth of empirical study on glossophobia in Muslim-majority African contexts, despite its widespread occurrence and its effects. In light of the particular confluence of academic expectations, Islamic beliefs, and sociocultural norms that define Gambian higher education, this study examined emotional fatigue and time management in relation to glossophobia among Muslim university students in The Gambia. The study used a quantitative, cross-sectional correlational design to gather data from 200 participants selected by multi-stage stratified random sampling from four postsecondary institutions: the Management Development Institute (MDI), the International Open University (IOU), the American International University West Africa (AIUWA), and the University of The Gambia (UTG). A structured questionnaire was used to administer three validated, modified scales: the Glossophobia Scale (GS, α =.86), the Time Management Scale (TMS, α =.81), and the Emotional Exhaustion Scale (EES, α =.84). SPSS version 26 was used to analyze the data. Research Questions 1 to 3 were answered using descriptive statistics (mean and standard deviation), and Research Questions 4 and 5 were answered using Pearson Product-Moment Correlation. The findings showed that emotional exhaustion (grand mean = 3.51), time management (grand mean = 3.15), and glossophobia (grand mean = 3.58) were all at moderate-to-high levels among the students sampled. A strong negative correlation was found between time management and glossophobia (r = −.55, p <.001), and a strong positive correlation was found between emotional exhaustion and glossophobia (r = .63, p < .001), both statistically significant. These results indicate that students who report greater emotional exhaustion tend to experience greater glossophobia, while students with stronger time management skills tend to experience less glossophobia. The Job Demands-Resources (JDR) Model, the Stress and Coping Theory, and the Cognitive Load Theory serve as theoretical foundations for these findings, which are contextualized within Islamic psychological principles such as ṣabr (patience), tawakkul (trust in God), and the Islamic imperative of 'ilm (knowledge). According to the study's findings, glossophobia among Muslim students in the Gambia is a dynamic, treatable problem that may be addressed by institutions. For university administrators, faculty, counselors, and students, evidence-based recommendations are presented with a focus on wellness initiatives, time management training, gender-sensitive support systems, and faith-informed counseling techniques. Future prospects for longitudinal and mixed-methods research are explored, along with the limitations of the cross-sectional approach.
  • No Thumbnail Available
    Item
    The Impact of Educational Facilities on Academic Performance of Muslim Students in Public Secondary Schools in Kanifing, The Gambia
    (International Open University (IOU), 2026) Sankoh, Abass
    This study examined the impact of educational facilities on the academic performance of secondary school Muslim students in The Gambia. A quantitative, non-experimental correlational research design was adopted to determine the relationship between educational facilities and academic performance. The population of the study comprised Muslim students enrolled in twelve senior secondary schools in Kanifing, The Gambia. Using a multi-stage sampling technique, a total sample of 400 students was selected. Data were collected using a structured questionnaire with established reliability (Cronbach’s Alpha ≥ 0.70) and content validity, and were analyzed using descriptive statistics, Pearson’s correlation, and simple linear regression. The findings revealed that basic facilities such as classrooms and sanitation were perceived as moderately adequate, while specialized academic facilities, particularly science laboratories and ICT laboratories, were rated as very poor. Library facilities were also perceived as inadequate. A significant positive relationship was found between overall educational facility quality and students’ academic performance. Among the facility domains, science laboratories and library resources showed the strongest associations with academic achievement. Educational facilities were further found to significantly predict students’ academic performance, accounting for approximately 50.4% of the variation in students’ outcomes. It was recommended that investment in science laboratories, ICT facilities, and library resources be prioritized, alongside improved maintenance of existing educational facilities.
  • No Thumbnail Available
    Item
    Influence of self-efficacy and job tenure on lower basic school teachers' attitude towards inclusive education in Region One, The Gambia
    (International Open University (IOU), 2025-09) Bah, Marie; Muraina, K. O
    The purpose of this study was to examine the influence of self-efficacy and job tenure on the attitude of Lower Basic School Teachers toward inclusive education in Region One, The Gambia. Descriptive design was used in the study. Two hundred (200) participants constituted the study’s sample. Both independent and dependent variables were measured using validated instruments, with an alpha of 0.84. The data obtained were analyzed using Pearson Product-Moment Correlation (PPMC) and the t-test method. Two research questions were raised, and two hypotheses were formulated and tested at a 0.05 level of significance. The results showed that 53.5% of the teachers had been in service for more than 10 years, while 46.5% had 10 years or less of teaching experience. This shows a balanced distribution, with a slightly higher percentage of experienced teachers in the sample. The results indicated that teachers reported a moderate level of self-efficacy, with a mean score of 2.88 (SD = 0.55) on a 4-point Likert scale. The analysis shows a significant positive correlation between self-efficacy and attitude scores, r (198) = .21, p = .004. This shows that teachers with higher self-efficacy tend to have more positive attitudes toward inclusive education. Based on these findings, the study recommended that the Ministry of Basic & Secondary Education (MoBSE) should organize regular, targeted training and workshops on inclusive education. This aligns with educational policies. These programs should focus on improving teachers’ self-efficacy through practical strategies, classroom management in inclusive settings, and differentiated instruction methods. The Education Sector Policy of The Gambia (2016–2030), along with MoBSE’s related initiatives, emphasizes the importance of ensuring that basic education is inclusive, equitable, and accessible to all learners. It specifically highlights the integration of children with special educational needs into regular schools. Complementing this, the Persons with Disabilities Act and earlier frameworks on Special Needs establish the legal and strategic foundation for advancing inclusion and safeguarding learners’ rights, influencing successful implementation.
  • No Thumbnail Available
    Item
    Determinants of entrepreneurial skills among middle school Muslim students in North Bekasi, Indonesia
    (International Open University (IOU), 2025-07) Robianti, Febi; Abiola, M. O.
    This study examined personal, family, educational, and socio-cultural factors as determinants of entrepreneurial skills among Muslim middle school students in North Bekasi, Indonesia. The sample comprised 120 students from five schools: Saga Life School, SMP Global Prima Islamic School, SMP IT Al Manar, SMP Mutiara 17 Agustus, and SMP Travina Prima. Data were collected using validated instruments and analyzed through descriptive statistics, Pearson Product Moment Correlation (PPMC), and simple linear regression at a 0.05 significance level. Results revealed significant positive relationships between all four independent variables and students’ entrepreneurial skills: personal factors (R = 0.881, R² = 77.6%), socio-cultural factors (R = 0.873, R² = 76.3%), family factors (R = 0.803, R² = 64.5%), and educational factors (R = 0.789, R² = 62.2%). Personal factors emerged as the strongest predictor, highlighting the influence of self-confidence, motivation, and risk-taking attitudes. All null hypotheses were rejected. Based on these findings, it is recommended that schools integrate entrepreneurship education through project-based and values-driven approaches, families encourage entrepreneurial thinking at home, policymakers include culturally and religiously relevant content in the curriculum, and community institutions promote ethical entrepreneurship as a pathway to self-reliance and service.
  • No Thumbnail Available
    Item
    Impacts of technology resources awareness and utilisation on academic engagement of Islamic secondary school students in Kandal Province, Cambodia
    (International Open University, 2026-07) Linat, Sim; Muraina, K. O
    To study how technology resources, awareness, and utilization serve as predictors of academic engagement among Islamic secondary school students in Kandal Province, Cambodia, is the main purpose of this study. A total of three hundred (300) students were selected as the sample of this study. Technology resource awareness and technology utilization are treated as the independent variables, while academic engagement serves as the dependent variable. Data were collected using validated structured questionnaires, and the reliability coefficients of the instruments were found to be acceptable. Descriptive statistics and Pearson Product Moment Correlation (PPMC) were used as the means to analyze the collected data. Three research questions were addressed, and two null hypotheses were formulated and tested at the 0.05 level of significance. The results revealed r = .542 and p < 0.05, indicating a significant relationship between technology resource awareness and academic engagement among Islamic secondary school students. It was also found that r = .572 and p < 0.05, showing a significant relationship between technology utilization and academic engagement. Based on these findings, it can be concluded that technology resource awareness and technology utilization significantly influence academic engagement among Islamic secondary school students. It is therefore recommended that school administrators and policymakers improve students’ awareness of available technological resources and promote the effective utilization of technology to enhance academic engagement in Islamic secondary schools.