ASSESSMENT OF ARABIC LANGUAGE CURRICULUM IMPLEMENTATION FOR ACHIEVING SPEECH PROFICIENCY AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN KADUNA STATE, NIGERIA

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dc.contributor.authorMUSA, Sha’awanatu Umar
dc.date.accessioned2018-09-11T12:01:13Z
dc.date.available2018-09-11T12:01:13Z
dc.date.issued2017-11
dc.descriptionA DISSERTATION SUBMITTED TO THE SCHOOL OF POST GRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER DEGREE IN EDUCATION (CURRICULUM AND INSTRUCTION) DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND CURRICULUM, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIAen_US
dc.description.abstractThis 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 ; and 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/10413
dc.language.isoenen_US
dc.subjectASSESSMENT,en_US
dc.subjectARABIC LANGUAGE,en_US
dc.subjectCURRICULUM IMPLEMENTATION,en_US
dc.subjectACHIEVING SPEECH PROFICIENCY,en_US
dc.subjectJUNIOR SECONDARY SCHOOL,en_US
dc.subjectSTUDENTS,en_US
dc.subjectKADUNA STATE,en_US
dc.subjectNIGERIA,en_US
dc.titleASSESSMENT OF ARABIC LANGUAGE CURRICULUM IMPLEMENTATION FOR ACHIEVING SPEECH PROFICIENCY AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN KADUNA STATE, NIGERIAen_US
dc.typeThesisen_US
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