Impact of ICT-Based Assessment Tools on Student Performance in Islamic Studies: A Case Study of Adamu Augie College of Education, Argungu, Kebbi State

Ibrahim Umar; Ibrahim Jamilu Argungu; Muhammad Yahaya; Umar Aliyu; Samaila Dominic; Musa Sanusi Fakai; Alhaji Kulu; Ahmad Nuhu Tanko

doi:10.59890/ijir.v3i5.27

Authors

Ibrahim Umar Adamu Augie College of Education, Argungu
Ibrahim Jamilu Argungu Adamu Augie College of Education, Argungu
Muhammad Yahaya Adamu Augie College of Education, Argungu
Umar Aliyu Adamu Augie College of Education, Argungu
Samaila Dominic Adamu Augie College of Education, Argungu
Musa Sanusi Fakai Adamu Augie College of Education, Argungu
Alhaji Kulu Adamu Augie College of Education, Argungu
Ahmad Nuhu Tanko Adamu Augie College of Education, Argungu

DOI:

https://doi.org/10.59890/ijir.v3i5.27

Keywords:

Islamic Studies, ICT Tools, Student Performance, Digital Assessment, Pedagogy

Abstract

This study investigates the impact of ICT-based assessment tools on student performance in Islamic Studies at Adamu Augie College of Education, Argungu, Kebbi State. As digital transformation becomes essential in modern education, integrating technology into religious pedagogy poses both opportunities and challenges. Using a quasi-experimental design, the study compared academic performance between students assessed through traditional methods and those using ICT tools such as Google Forms and Moodle quizzes. Quantitative data were collected via pre- and post-tests, while qualitative feedback was gathered through student surveys and lecturer interviews. Results revealed a significant improvement in student performance and engagement among the ICT group, highlighting enhanced interactivity, immediate feedback, and motivation. The study concludes that ICT-based assessments can improve learning outcomes in Islamic Studies when implemented within a culturally respectful framework. Recommendations include broader integration of digital tools and tailored training for educators

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