STUDENT-IDENTIFIED DIFFICULTIES IN THE SENIOR SECONDARY ARABIC CURRICLUM IN KWARA STATE

Abstract

In this study, we explore the challenges students in senior secondary schools in Kwara State, Nigeria, face when learning Arabic. This study examines the academic disciplines that students perceive as challenging. Furthermore, we also check how things like gender, type of school (public or private), and where they live affect these views. Arabic is crucial in Nigeria's educational framework, particularly in Islamic areas, necessitating the identification and resolution of obstacles to student achievement. This study examines the influence of demographic and contextual factors on student engagement in Arabic instruction, thereby filling a gap in the existing literature. This research employs a quantitative methodology, sampling 748 students via purposive sampling to achieve diverse representation from both public and private schools. Two instruments were developed: one to identify challenging topics and another to assess the factors contributing to these challenges. Data analysis was conducted using descriptive statistics and Chi-square tests at a 0.05 significance level to examine differences in perceptions based on gender and school type. The results indicated that Arabic literature and translation were widely regarded as difficult subjects. Among the contributing factors were poor teaching methods, a lack of relevant textbooks, and a lack of language laboratories. Notably, no significant differences were found in perceptions of difficulty between male and female students or between students from public and private schools. These findings highlight the need for curricular reform and improved teaching methods in Arabic instruction. A revised curriculum that addresses these challenges, as well as teacher training that offers innovative strategies to meet the needs of diverse students, are suggested in the study. Additionally, government investment in educational resources, such as language laboratories and textbooks, is essential for improving learning outcomes. By addressing these challenges, this study offers practical solutions for enhancing Arabic education through improved teaching, curriculum development, and resource allocation. These efforts can foster greater student engagement and academic success.