Strategies to Enhance Teaching and Learning of Arabic Education in Secondary School
Chapter One
Objective of the study
The following objectives will be ascertained
- To find out the challenges of teaching and learning Arabic education in secondary school
- To find out the benefit of teaching and learning Arabic education in secondary school
- To find out the strategies that will enhance teaching and learning of Arabic education in secondary school
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Relevance of Arabic to Nigeria Educational System
The history of Arabic education in Nigeria is a fairly long one, that its treatment here would either lead to a total digression from the main thrust of this study or cause it to be too wide. We shall, however, take a glance at its importance to West Africa as well as Nigeria and see why it needs being encouraged and protected in Nigeria educational system. Many centuries before the coming of the Europeans to West Africa, Arabic had brought its educational achievements as well as its rich literature to West African environment. The impact of Arabic on native speakers of West African languages, such as Hausa, Fulfude (Fulani) and Yoruba is reflected in the valuable works written by native west African authors in Arabic or native languages using the Arabic script. Many of these works form valuable source material for the reconstruction of African history. In fact Dike, a reputable historian of international repute, had once observed the significance of these Arabic works and submitted that; “It had been a revelation to the whole world of scholarship to realize for the first time that Africa before the European penetration, so far from being a “dark continent” was in fact a continent where the light of scholarship shone brightly as the Arabic works being discovered bear testimony.” In Nigeria, the position which Arabic occupies varies from one group to another. While it is a first language (L1) of the Shuwa Arabs of Borno State, it is a second language (L2) for our local and modern Arabic learners and a third language (L3) for government school learners
The major objectives for studying Arabic in Nigeria have been identified as follows;
- Nigeria belongs to some international organizations 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 interaction 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.
- It has been said repeatedly by notable Nigerian historians (Dike 1965) that to write an authentic African history many Arabic manuscripts in our archives should be utilized.
From what we have noted above, it would be seen that the attraction to Arabic language has been influenced not only by aesthetic and religious appreciation but also by cultural considerations and by a strong historical consciousness. Giving consideration to the stated objectives also, it becomes clear that the relevance of Arabic to our educational system cannot be under-estimated. It should then be encouraged to live and flourish by addressing the following problems.
Government Attitude to Arabic Language
The Federal Ministry of Education as well as the corresponding ministries in the states have not shown sufficient interest in the teaching of Arabic as a language, and have, therefore, not given any encouragement to its learning and teaching even though the country expands more and more her relations with Arabic-speaking countries. Arabic studies certainly need as much attention as French is being given. Admittedly, the role of French Government through the French embassy, in the propagation and encouragement of the teaching of the language is quite significant. Nevertheless, once the nation is convinced that a particular thing is in the best interest of its citizens, there is no point waiting for “good Samaritans” from any quarters, no matter what interests such donors have in the project
Chapter Three
Research methodology
Research Design
The research design adopted in this research work is the survey research design which involves the usage of self-designed questionnaire in the collection of data. Under the survey research design, primary data of this study will be collected from selected secondary schools in Kaduna local government of Kaduna state in order to determine the strategies to enhance teaching and learning of Arabic education in secondary school. The design was chosen because it enables the researcher to collect data without manipulation of any variables of interest in the study. The design also provides opportunity for equal chance of participation in the study for respondents.
Population of Study
The population of study is the census of all items or a subject that possess the characteristics or that have the knowledge of the phenomenon that is being studied (Asiaka, 1991). It also means the aggregate people from which the sample is to be drawn.
Population is sometimes referred to as the universe. The population of this research study will be Seventy-five (75) staffs of selected secondary schools in Kaduna local government of Kaduna state
Sample Size and Sampling Techniques
The researcher made use of stratified sampling technique because all the members have the same probability of occurrence. The researcher narrowed down the samples to selected secondary schools in Kaduna local government area of Kaduna state in order to access strategies to enhance teaching and learning of Arabic education in secondary school.
In this study, the researcher used the [TARO YAMANE FORMULA] to determine the sample size.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
This chapter is about the analysis and presentation of data collected from the field through questionnaire. The analysis of the data with particular question immediately followed by the presentation of findings.
As mentioned in chapter three, 50 questionnaires were administered and 50 were retrieved and necessary analysis was carried out on them and presented as follows:
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain strategies to enhance teaching and learning of Arabic education in secondary school. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the strategies to enhance teaching and learning of Arabic education in secondary school
Summary
This study was on strategies to enhance teaching and learning of Arabic education in secondary school. Three objectives were raised which included: To find out the challenges of teaching and learning Arabic education in secondary school, to find out the benefit of teaching and learning Arabic education in secondary school and to find out the strategies that will enhance teaching and learning of Arabic education in secondary school. The total population for the study is 75 staffs of selected secondary schools in Kaduna local government area of Kaduna state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Considering the importance of Arabic language not only as the language which has made an immense contribution to the early history and civilization of West Africa but also taking cognizance of its position as one of the most important world languages of international politics and diplomacy, it is considered profitable for a country like Nigeria with an abundant supply of willing potential students of Arabic to produce her own experts to represent her interests in several international for a involving the Arabic-speaking nations. Having noted the status of the language, this work has examined the desirability of its inclusion in our educational system, with some sad observation on a number of obstacles, confronting this language in Nigerian secondary schools. Not only do these problems endanger the standard of the products of these school, but also of the learners whom they are to teach in our primary and secondary institutions. We have offered a number of modest suggestions to tackle these problems. The problems are not permanent, they can be removed if only the various people and authorities concerned with the teaching can cooperate to generate interest and encouragement.
Recommendation
Government should provide instructional materials to secondary schools that offer Arabic education for easy understanding
Government should employ a professional teachers that can teach Arabic education very well for easy understanding to students
References
- S.H.A. Malik. 1980. Towards the Improvement of the Teaching of Arabic as a Foreign Language, Al-Fikr. Vol. 1, No 1, p.32. 2. J.O. Hunwick (ed). 1965. Report on a Seminar on the Teaching of Arabic in Nigeria. pp. 31f. University of Ibadan Press, Ibadan. 3.
- I.A. Lawal. 1991. The Teaching of Arabic Literature and Grammar Under the New System of Education (6334), Arabic and Islamic Studies in Nigerian Schools Challenges of 6-3-3-4 Educational System. p.21. Sebiotimo Press,
- Ijebu-Ode. 4. M.A. Bidmus. 1991. “In Quest of Methodology of teaching Arabic in Nigeria”. Arabic and Islamic Studies in Nigerian Schools: Challenges of 6-3-3-4 Educational System. p.5. Sebiotimo Press, Ijebu-Ode. 5.
- Malik, op. cit. p.33 6. M.T. Yahya. “The Potentialities of a Language of Scripture in the Development of a Nation: The Case of Arabic in Nigeria”. Paper presented at the Conference on Religions and Development, 27-30 Sept. 1987, University of Ilorin, p. 11. 7.
- M.O Opeloye.1991. The Issue of Methodology of Islamic Studies in the 6-3-3-4 Arabic and Islamic Studies in Nigerian Schools: The Challenges of 6-3-3-4 Educational System, p. 35. Sebiotimo Press, Ijebu-Ode. 8.
- Bidmos, op, cit, p.3 9. M.O.A. Abdul, 1983. “The Teaching of Arabic in Nigerian Universities: Problems and Prospects, NATAIS, Vol. 11, No2, p.50. 10. Ibid, p.46 11.
