Assessment of Arabic Language Curriculum Implementation for Achieving Speech Proficiency Among Junior Secondary School Students in Kaduna State, Nigeria
Assessment of Arabic Language Curriculum Implementation for Achieving Speech Proficiency Among Junior Secondary School Students in Kaduna State, Nigeria.
ABSTRACT
This study assessed the Arabic Language Curriculum Implementation for Achieving Speech Proficiency among Junior Secondary School Students in Kaduna State, Nigeria.
The study was conducted with four objectives among which are to: assess the level and quality of the implemenattion of Arabic Language Curriculum achieved in speech proficiency among Junior Secondary School Students in Kaduna State.
Ascertain the qualification of teachers available for the implementation of Arabic Language Curriculum towards achieving speech proficiency among Junior Secondary School Students in Kaduna State.
Also, the study was carried out with four corresponding research questions and four hypotheses. The research design adopted for this study is the descriptive research design.
The population of the study was made up of 3207 Students, with a total of 68 Arabic Language teachers, and 48 Principals.
A sample size of 6 Principals, 9 teachers and 321 Students were used for the study. This sample size was arrived at using random sampling technique. The instrument titled “Assessment of Arabic Language Proficiency Questionnaire (ASALAPQ)” was used for data collection.
The overall reliability of the instrument was 0.769. Data collected from the study were analyzed using non-parametric statistics of Kruskal-Wallis.
Findings from the study among others show that significant difference exists in the extent of implementation of Arabic Language Curriculum for the attainment of speech proficiency among Junior Secondary School Students in Kaduna State.
There is no significant difference in the qualification of teachers available for the implementation of Arabic Language Curriculum for achieving speech proficiency among Junior Secondary School Students in Kaduna State.
It was concluded that the level of implementation of Arabic Language Curriculum was significantly low in speech proficiency among Junior Secondary School Students in Kaduna State. Most of the teachers are not qualified to implement the Arabic Language Curriculum for achieving the speech proficiency.
It was also concluded that most of the Arabic teachers are used to chalk and talk method in teaching Arabic Language Curriculum which impedes achieving speech proficiency among the targeted Students.
Based on the findings and conclusion from this study, recommendations were made among others that Arabic Language Curriculum should be simplified to provide more skills that are geared towards achieving speech proficiency among Junior Secondary School Students.
Also, Kaduna State government should employ only teachers with qualification in Arabic Language to implement the Arabic Language Curriculum so as to achieve speech proficiency among Junior Secondary School Students in Kaduna State.
INTRODUCTION
Education plays a very important role in the development of a country and the whole world at large. It carters for the needs and aspiration of people in developed and developing countries, yet language is the monitor of any education.
No learning process can be effective without a deep understanding of the language that conveys it. The term „Curriculum‟ has several meanings depending on the context in which it is used.
Many authorities defined Curriculum in similar terms. Curriculum is the process and content designed to effect learning of educational values (Ben Yunusa, 2008).
Regan (1960), in Yusuf (2012), defined Curriculum as all experiences of the child for which the School accepts responsibility.
In another development Curriculum is a description of the content or information that is going to be taught and the method that are going to be used to teach that content. (NAEYC, 2007).
Language is an act of communication; it is the art of passing message across, from one person to the other. Communication can be in spoken or in written form.
Abercrombie (1965), in Media (2009), indicated that language is central to communication which makes it possible for individuals to live in a society. It therefore makes it easy for social, business, educational and religious interactions, which is why a learner does not learn until he masters the language of instruction.
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