ASSESSMENT OF THE IMPLEMENTATION OF ARABIC LANGUAGE CURRICULUM IN SOME SELECTED PUBLIC SECONDARY SCHOOLS IN ADAMAWA STATE-NIGERIA

Abstract

This study focuses on assessing the implementation of the Arabic curriculum in some selected public secondary schools in Adamawa State. It examines key factors affecting the implementation of Arabic education, including availability of instructional materials, government policies, and students’ engagement with the curriculum. The study is limited to public secondary schools within few local government areas, as these schools are directly affected by government policies and curriculum implementation challenges. the descriptive survey research design was adopted. This is considered suitable because it allows the researcher to collect data from a representative sample of the population with the aim of assessing the extent of Arabic curriculum implementation in the selected public secondary schools. The design also facilitates the gathering of views, perceptions, and opinions of Arabic teachers and possibly school administrators regarding curriculum implementation without manipulating any variables. The population of this study consists of some selected Arabic language teachers and students. which approximately 870. meanwhile the sample size of the study was 300. a simple random sampling technique was employed to ensure each Arabic teacher and student in the population has an equal chance of being selected. a structured questionnaire was used as the instrument for data collection. The study concluded that the implementing the Arabic language curriculum in public secondary schools in Adamawa state faces several challenges that undermine its effectiveness. The presence of academically qualified teachers is a positive indication; however, their numerical strength is insufficient for the growing student population. Moreover, despite the moderate availability of instructional materials, their distribution and accessibility remain a concern. These factors suggest that without deliberate policy reforms and strategic investments in Arabic language education, the long-term goal of equipping students with language and cultural competence through the Arabic curriculum may not be fully realized. The study also revealed that government involvement in the implementation of Arabic curriculum is generally passive, with insufficient funding, weak inspection mechanisms, and irregular capacity-building initiatives. These issues have created gaps in accountability and reduced the motivation of teachers and administrators to fully commit to the Arabic curriculum. This study recommended the government, through the State Ministry of Education, should prioritize the employment of more qualified Arabic teachers to address the current shortage. Educational authorities should supply schools with Arabic textbooks, visual and audio aids, and Arabic literature materials. these should be distributed equitably to ensure all public schools benefit from teaching resources. As well as periodic training and retraining of teachers through workshops, seminars, and refresher courses related to Arabic language education.