:=i rercqrm numm JOURNAL OF ARTS IrLtlrl!r6mtot,2028 Publicstion of the Deporlmenl of Arls ond Humonities, School of Conlinuing Educolion, Boyero Universily, Kano Vol,2 No I Decernber, 2023 5*7 Preliminaries l;::nment of Arts and Humanities, Schoolof Continuing Education, Bayero University, Kano, Series I RUMFA JOURNAL OF ARTS Vol. l, No. 2,December,2023 r- : , shed by the I .: --,-:re nt of Arts and Humanities >-- .iContinuingEducation f , .-- University, Kano : '.i I BUK 3011 - -. ,lournal of arts, Volume 2 No. 1 December, 2023 ISSN: 2992-4251 Preliminailes A 2023 Department of Arts and Humanities School of Continuing Education Bayero University, Kano- Nigeria All Rights reserved, No part of this puhlt'cation nta-t, be reproduced, shared in a retrieved system or fiansmitted in any fonn or b1 an-r means. trithout the prior petmission of the Copyright ISSN: 2992-4251 - -'::r \lhaji Si S -,:-:ran Salihu i::-.:,:;i: L sm --* .: 3 .'.,. \ 1u :.::- -":. L ba ( : = -. 1..:',I L-m ...t: ':'-_..:ilma : -: 3.:-fre \lf t-:--.-:deen R \.t-e :-. - .'=:": \l:kru Kaura - :.::;.::mced.{h,ul --.- -i::-llahi Barer.., r : - - :' '. .=u .\trL,as l: :.:*:.:.ker {. \fasam l: \'-:-s -trt:il Has_<an -- l= - \'-' --- ._ 1:\g; i \ames Rumfa Journal of arts, Volume 2 No. 1 December. 2023 ISSN: 2992-4251 t-.stetn : -)wner Preliminaries RUMFA Joumal of Arts Department ofAfis and Humanities P.M.B. BUK 3011 EDITORIAL BOARI) \ames Position ): Tijjani Alhaji Sani Editor-in-chief lr Sulaiman Salihu Imam-Akiki Member Member l: \bdulkadir Usman Ismail Member --: Umar Bawa Musa Member l: .\bdulhadi Uba Gabari Member l: Salma Aliyu Umar Member I - FIatrz Yusuf Imam Member - - ls:rail Bature Musa Member - - : .:rnsuddeen Rabiu Muhammad Secretary EDITORIAL ADVISORS \r-lc : - ,tar N1akau Kaura '- - \bdulhameedAbubakar :- \bdullahi Bayero Yahaya r - Ilr asu Abbas - i:ubakar A. Masama - - \'-nus Jibril Hassan I f =l1o Yakeen University Usmanu Danfodio University, Sokoto Univers it-v of Maidu guri Usmanu Danfodio University, Sokoto Ahmadu Bello University, Zaria Federal University, Gusau Federal University, Kashere, Gombe State University of Ilorin -:::al rrf arts. Volume 2 No. 1 December, 2023 ISSN: 2992-4251 iii Prelitninaries EDITORIAL COMMENT ,:.: Rumfa Journal of Arts Bayero University, Kano (RUMJABUK), is a publication of Deparlment of Arts and Humanities, School of Continuing Education (SCE) Bayero Univers Kano. The aim of the Journalis to transmit knowledge, stimulate scholarly dialogue and and sen'e as a distinctive medium for exchange of proficient capabilities in the study of all and Humanities Courses such as Arabic, English, Hausa, Literature, Culture, Folklore, Hi Linguistics, Islamic Studies and Translation Theories etc. Moreover, the Journal is an endeavor to accomplish the essential requirernents of journals high standard whose output must meet both local and international rating scale; the who are selected from various highll, recognized universities/ter-tiarf institutions in the c worked strictly within the confines of the articulated guidelines for *orld-class journals. papers were therefore assessed thoroughlr and critically u'ithout bias. Horvever, while congratulate the various contributcrrs to this second edition. u'e also u'islt to embolden articles that could notnavisate thrc'rueh the erarnination of ourassessors to take note of the sn pointed out by the assessor ofsuch ani;les and try to advance on the general qua[q ofthe for subsequent publications. Journal of Arts Bayero llnivenitl', Kano :RL'\IJ.|BI-K) (A Journal of Arts Discip thoughtful appreciation to your determinati.-rn-i :--.: .::.::.r-:.--:,s li the sustained quality of journal. We are also grateful to the Vice Chan;e.,-:. P:::;.s:; S;{ir.\damu,A.bbas FMAN, Entire Bayero University Management. the Dean. S;n--cl cf Crrntinuing Education and the Enti Management fortheiradvice, guidance and acaJem:c 'upport. \la1'allMighty Allah bless, and protect us all. Editor-in-Chief Tijjani Alhaji Sani. Ph.D. -t.-_ - : ::.L:;ll;:: I Rumfa Journal of arts, Volutne 2 No. I December. 2023 ISSN: 2992'4251 As a final point, it is anticipated that )rru -r\:.: ll::d the readine of this edition of our (Humanities Studies) inspirational. motivati:-,S :-r i:.--i:r\e The editors rr'ish to direct - T RUM '.iry'of \IAN. .S C lan :he ihe : :\ ers u; :. of all -nials =" al li .. rhe : i ess, rals. .i hile :: rect Preliminaies Rumfa Journal of Arts Bayero University, Kano : --:. -',.urnal of Arts is a publication of the Department of Arts and Humanities, School of -- -. : -"rs Education, Bayero University, Kano. The journal is a peer reviewed publication ::-:- "::r.IUall1'. The editorial board wishes to welcome all contributors in the fields of Arabic, - = ' lslarnic Studies, History, Hausa and other areas that are related to arts and humanities. :. to that, articles could be written in Arabic, English and Hausa lr: :.lrnes for Contributors: "1:nuscripts should not have been previously published in a joumal or conference :-:,:eedings or submitted for publication. -'-: research should be characterized by originality, methodology and free from .-.::rrrratical, spelling and ryping errors. .':::-.scriptsshouldnotbemorethan l5pages,notless than l0pagestobetypedinMS '- Times New Roman; size l2and Traditional Arabic for Arabic articles size l6) - - - -i r. of the Journal: English, Arabic and Hausa I - -''-, oumal accepts both APA & MLA sfyles of documentation ' - r i:ract of not more than 150 words must be included in the manuscript. : :,:::.h and articlespublished in the journalare based on the opinion of the ou'ners. - ,;r page of the manuscript must contain full information of the author: name, -.. :*lioniplace of work and email address --. -::,rutors are expected to pay a sum of N6, 000 (Six Thousand Naira Only) which is - -:=:rndable. : -: :::ion fee of N20,000 only must be paid for every accepted article ' '.- -.::ipts for consideration should be sent to the following email - - - -: ! ! :::]rtaiournal2023@gmail.com :. - - r<rr.l Rabiu Nluhammad --: I \-' December.2023ISSN: 2992-4251 Preliminaries Content EDITORIAL BOARD EDITORIAL COMMENT GUIDELINES Concept Shift in Hausa ilixea Negative Compounds Tijjani ShehuAlmajir, Ph.D & Maimuna Muhammad Ibrahim The Evolution of Literary Criticism: Unravelling the Foundations and Divergence of Classical Theories from Plato and Aristotle's Perspectives. Abdullahi Mustapha and Aisha Mustapha Muhammad The Narrative Death Drive: A Critical Review Salma Aliyu Umar PhD The Stillborn @ 40t A Stylistic Analysis Umar Saje (Ph.D.) Inuwa Mahmud and Umar Uba Abubakar Use of Social Media Technologies as a Supportive Learning Tool in English Language Classes in Nigerian Universities Olufemi Idowu Ph.D. Influence of School Plant Planning on Management of Teaching and Learning in Colleges of Education in North - West Zone. \igeria Yusuf Audi Bala Investigating Factors Affecting Teaching And Learning of Arabic Language in South-West, Nigeria Dr. Yusuf Taofeek Olalekan. Balogun Kamildee Yemi and Onabajo. \\'asiu \, Adekunle Morphological Strategies in Register Formation Used b1' Tsangaya Members Sani Bashirand Benjamin Iorbee Play Way Approach to Classroom Instructions and Academic Achievement on Early Child Education: A Case Study of Gwale LGA Anas Kabir Rasheed Plural Strategies through Inflectional Affixation in Warji Language IG. Mustapha PhD .Hafsat Abubakar Kofar- Kaura PhD and Mohammed Fatima Hafiz Challenges Facing Teaching and Learning Hausa as a Second Language ^{mong Tertiary Institutions in Gombe State Bello Abdulkadir Musa and Sani Bashir Critical Examination of Halliday's Presentation of clause as a Message on Tertual. Interpersonal and Topical Themes -&--x @rygv-nr.rmn{ lt.r -. Ex *"1r4r11'L. F-r*.r-, ;,i. - _*'-l'_ f,r!,,=rr *$.In,t6u Lil Itiimui*,nmr.::-u i<., 1 - 0fiGitril]ia[Ellt ]lr trf =![lurn! ,dll,i rr$fr€ri{ilmUf {i{ l. **mQ hr t2 28 4t 55 7t 82 94 102 119 130 t4t |fnlaser,::.u,: l "r[- fl r* l,r {i- l"I r [f Hffi1:1*: .: :4 I 1r\ tlt *SUmqr - r q ,l rmo:u- '."1I ,;pqum- jf,;a E*F:T.:=. -{llt ll =ez :.r : - * 5L-L-l r. !,.0J -L ri I' Rumta Journalof arts, Volume 2 No. I December, 2023 ISSN: 2992-4251 III IV v lr,[efi:.r,f, r-"'r, tar:eq I j --!* ielopment hniques on tate, Nigeria. -)*iigeria. rpublished pproach to f tical d nel enges i7 -44 is I (7), I F Taofeek Olalekan et al: In Factors - tr:lng Factors Affecting Teaching And Learning of Arabic Language in South-West, Nigeria Taofeek Olalekan. BALOGLIN Kamildee Yemi and ONABAJO, Wasiu Adekunle Department of Foreign Languages College of Languages and Communication Arts Education Lagos State University of Education ::-:h investigated factors affecting the teaching and learning of Arabic - - --Jucation (ALE) in the South-West tertiary institutions in Nigeria. It is 'tell-known that nost people face some problems in leaming Arabic -: :s 3 foreign language in non-Arabic speaking countries like Nigeria. Data - .it)tn the question "what are the factors affecting teaching and leaming of ::_!uage education in South-West tertiar2' institutions in Nigeria?" This - ,ss administered in ten (10) brtiary institutions ([Jniversities and Colleges -: -'n rcspectively) with twenty (20) items to hundred respondents in five states. -'; :rrs analyzed using simple percentage, mean and standard deviation using :: Jr €rzge for research question one, three, four and five and multiple : analysis for research question two and it was discovered that the teachers - *--r-s need to be encouraged and mcttivated in the teaching and learning of - ;1lulle education in South-West Nigeria. (ALE) -J-i.: Investigation, Factors affecting, Teaching, Leaming, Arabic Language and Education. - r r'tion f :::ring and learning of the Arabic language in South-West Nigeria represent a : :rea of inquiry due to various challenges hindering its effectiveness as a - .:nguage in the region (Sirajudeen&Adebisi, 2012). While Arabic holds - .rnd religious significance, particularly in Islamic contexts, its adoption and - ,. .rn into educational cunicula face multifaceted obstacles, which require :ramination (Kilani (201 5). -. studies have shed light on some of the challenges associated with teaching n Nigerian schools, including issues related to teacher supply and student r -: :tent. Factors such as the availability of qualified instructors and students' ,ir -:, rowards the language pose significant baniers to effective instruction and ,,, -= (Solahudeen et al., 2022). Furthermore, there may be challenges in the .r -_. and learning processes within tertiary institutions. For instance, some Arabic i, :.- teachers in tertiary institutions may not possess sufficient expertise in 82 . .'ournal of arts, Volume 2 No. I December, 2023 ISSN: 2992-4251 l'udtl,, n[.ti- .t' ,,i ]il. ._ .,. - *.: ",tnir '1',1 li, i illuuu t. ln{: lillr,. 'rlllllfltr. lh LLll'l' ,*,tl' ,l DT.YUSUF Taofeek Olalekan et al: In Factors teaching Arabic as a foreign language" which could impact the qualify of (Sirajudeen&Adebisi, 2012). Additionally, the cuniculum and methodologies employed in Arabic language education programs may not effe engage students or address their needs (Adeyemi, 2016). These studies contributed valuable insights into the complexities of Arabic language education Nigeria, highlighting the need for further research to address existing gaps knorvledge. However, despite these efforts, several unanswered questions persist, indicating where additional investigation is warranted. For instance, there remains a lack comprehensive understanding regarding the specific socio-cultural dynamics South-West Nigeria that influence the teaching and learning of Arabic (Kilani (20 Additionally, the impact of technological advancements and innovative pedago approaches on Arabic language education in this region remains underexplored. To address these knowledge gaps, this research proposes to investigate the affecting the teaching and learning of Arabic language in South-West employing a descriptive suruey design approach. By leveraging recent devel in educational technology and incorporating socio-cultural perspectives, this aims to provide a nuanced understanding of the challenges and associated with Arabic language instruction in the region. Through interdisciplinary framework, this research seeks to contribute novel insights that inform policy interuentions and educational practices aimed at enhancing language education in South-West Nigeria. The Advent of the Arabic Language in Nigeria The emergence of the Arabic language in Nigeria dates back to the 8th centurl'. entered with its culture and civilization into several spheres of Nigerian society in areas of religion, Ianguage, culture, trade, and commerce^ Islam, along with language "Arabic," penetrated into the kingdom of Kanem-Borno, situated in Chad, turning it into a Muslim kingdom as rvell. Going further, speaking about under Uthman's reign, established by Shaykh Uthman Fodio in the 13th Hegira (9th century AD), a scholar from Nigeria wrote and quoted that; Arabic language was the only language in which were drawn up allthe report of the empire in the nineteenth century. Nevertheless, correspondence between princes continues to ... (1967) to be carried out in Arabic. In accordance with Abdullahi in Shittu et al. (2017), despite colonial pressure, in the Welayat Kano spoke Arabic exclusively until 1960. Arabic had established itself in Nigeria as the language of administration, literacy, history, and legislation before the arrival of colonial masters. Rumfa Journal of arts, Volume 2 No. 1 December, 2023 ISSN: 2992-4251 SL'F Taofeek Olalekan et al: Itt ting Factors Affecting Teaching -,: of Islam in this region later evolved into several states in modern times. -rlame the language of writing, reading, and communication among these ,.rrious fields. Many scholars from Northern Nigeria have written books in ' -' language. Among them, Shaykh Uthman bin Fodio wrote about one :rd fifteen books, his brother Abdullah bin Fodio, known otherwise as the \\'rote more than two hundred books, and Sultan Muhammad Bello - about a hundred works. All of these accomplishments occurred before -',nization in the l9th century. , .:e colonization in the nineteenth century ar,d the introduction of the English -: es the official language in Nigeria, scholars from the South-West of Nigeria -:Eed and rose to establish private Arabic schools in various parts of the :st of the country. Among them are ShaykhKamaldeen Al-Ilorin and Shaykh .:dullah Al-llorin, who in 1952 founded a school in Abeokuta before '. to a permanent site in Agege, where it continues to operate today. Shaykh '. Sanusi Zuglul founded Daru Dawat Wal-lrshadi in 1970 in Muslim before - ..r a permanent location in Isolo. Additionally, Shaykh Muhammad Thanni :stablished the Arabic Institution of Nigeria in Ibadan, Oyo State, in 1945, '-:rkhMuritadh Abdul-Salami founded Al-Ma'had Al-Arabic in 1958, both in \s-shaykhBalloAllinAdelani also founded Ad-Da'wah Islamic propagation -- :n the Ibadan area of Oyo State. Similarly, many schools were founded in >..te. such as Salaudeen Arabic School, founded by the current Chief Imam of :e Central Arabic College was established at Osoba Street off Ondo road, and :. .{rabic School also contributed to the proliferation of Arabic education in - --n. :,rl Language Policy : no document that can be referred to as 'Nigerian language policy' except a .::rt of intention on the part of Nigeria govemment as stated in the National n Education Published in 1 977 , 1981 , 1 998, 2004 and (2014). According to - -ie ( i 99 1 :iii), language policy is a programme of action on the role or status of --:ge in a given community. This is far from the statement of the first section .::::on (10) of the National Policy on Education (FGN, 2014) that: A Government appreciates the importance oflanguage as a means of promoting social interaction and national cohesion; and preserving culture. Thus, every child shall learn language of the immediate environment. Furthermore. in the interest of national unit1,, it is expedient that every child shall be required to learn one ofthe three Nigerian languages: Hausa, Igbo and Yoruba. - -' :lcance of Language hrough rhts that society in ong with ressure, ic had r€S \f, ni ( red \-e this is, gaps cY, a lack rng sr Ni the ,clng ih ce ed in about l3th 151 ,. Journal of arts, Volume 2 No. I December, 2023 ISSN: 2992-4251 B4 l ! ' of in and not : studies ndicating ]alns a r namics (Kilani \e p :xplored. rate the -West N ir es, this 1 oppo Through :rsights that hancing n society in along with ated in m g about : l3th ressure, c had ,' Taofeek Olalekan et al: In -Factors Islam in this region later evolved into several states in modern times. ,--: the language of writing, reading, and communication among these :s fields. Many scholars from Northern Nigeria have written books in ::suage. Among them, Shaykh Uthman bin Fodio wrote about one - .,neen books, his brother Abdullah bin Fodio, known otherwise as the --te more than two hundred books, and Sultan Muhammad Bello -. rt a hundred works. All of these accomplishments occurred before - zation in the l9th century. ; -:,lonization in the nineteenth century and the introduction of the English - " .: .he official language in Nigeria, scholars from the South-West of Nigeria '-:l &nd rose to establish private Arabic schools in various parts of the , ; the country. Among them are ShaykhKamaldeen Al-llorin and Shaykh --.iah Al-llorin, who in 1952 founded a school in Abeokuta before ' - - a pennanent site in Agege, where it continues to operate today. Shaykh "'- >,nusi Zuglul founded Daru Dawat Wal-lrshadi in 1970 in Muslim before r r pemranent location in Isolo. Additionally, Shaykh Muhammad Thanni :,.;3[ished the Arabic Institution of Nigeria in lbadan, Oyo State, in 1945, -- .;h\luritadh Abdul-Salami founded Al-Ma'had Al-Arabic in 1958,.both in - .-ShaykhBalloAllinAdelani also founded Ad-Da'wah Islamic propagation - :he Ibadan area of Oyo State. Similarly, many schools were founded in ' ..:. such as Salaudeen Arabic School, founded by the current Chief Imam of -: Central Arabic College was established at Osoba Street off Ondo road, and ' - \rabic School also contributed to the proliferation of Arabic education in --.ll Language Policy : : no document that can be referred to as 'Nigerian language policy' except a ' .-.t of intention on the part of Nigeria government as stated in the National .n Education Published in 1977,1981, 1998, 2004 and (2014). According to - :e (1991:iii), language policy is a programme of action on the role or status of .,'ge in a given community. This is far from the statement of the first section --:ron (10) of theNationalPolicy on Education (FGN,2014) that: A Government appreciates the importance of language as a means of promoting social interaction and national cohesion; and preserving culture. Thus, every child shall learn language of the immediate environment. Furthermore, in the interest of national unity, it is expedient that every, child shall be required to learn one ofthe three Nigerian languages: Hausa, Igbo and Yoruba. llcance of Language : Journal of arts, Volume 2 No. I December, 2023 ISSN: 2992-4251 84 3)',, IC .isting 8th ;1 ffi DT.YUSUF Taofeek Olalekan et al: Factors Language remains our invaluable asset that distinguishes human being living creatures. It is basic to all communication betr,veen one person and human activities revolve round it through communication of ideas, feelings, and desires through complex vocal and written symbols. Language plays a s role in the life of a man in the society. Ilori (2016) holds that language is an, system by which the members of a society, tribe, group or nation communi one another. According to Sapir (1921:8), language is defrned as purely human and means of a system of voluntarily produced symbols. The federal Nigeria in the National Policy on Education (FGN 2014) has expressed functions of language in her declaration and most especially stated that encourages both regional and international communication as evident in the accorded foreign Languages e.g. Arabic and French". Language promotes culture as reflected in the West African sub-region. Language is also of imporlance. Therefore, Nigeria Government should ensure that the teaching learning of Arabic Language has been recognised in the Nigeria policy and accordingly for national development and national duty The Role of Arabic Language in National Development Aside from the serving as a means of communication, Arabic as a transcends this value and extents to other human sphere of activities. The observed the laudable contribution the language has invested in the country N Predominantly, Arabic serves as a means of religious worship, commun purposes and the like. However, playing prominent and pivotal role in entrepren activities and transactions cannot be under estimated. A1.uba (2012) submits that language has contributed to the national development in Nigeria in the following religion, education. socio-psychology, Economy, Diplomatic relations and Since the penetration of Arabic Language arrd the spread of Islam, it has immensely to the developments of educational sectors in Nigeria. The following research questions are thus formulated for the purpose of the study, is, analysing the factors affecting the teaching and learning of Arabic Lan education in South-west, Nigeria. l. Do Arabic teachers use different methods to teach the language? 2. Does the qualification of the teachers affect their teaching of the language? 3. Do the students of Arabic language acquire enough knowledge enrolment into tertiary institutions? 4. Do leamers have favourable attitude towards learning of the Languagc (Arabic)? 5. Does government encourage the teaching and leaming process of the Language (Arabic)? ,ir,llull. .. .. ' ' : L;li - : ...liffiLli"il., ,ffs1*un" " :.-! ar- - '. -lo Rumfa Journal of arts, Volume 2 No. I December, 2023 ISSN: 2992-4251 B5 a' ceing from f=.-: and ts. =elings, E: :lays a f-:ge lS an !r :ommunicate L:an and c3: al h.-' expressed [3:id that e'. ident in the g. promotes r .s also of E: the teaching p.: iicl' and 1E3lC aS a rr:ies. The re r lhe country ship. comm !i€ lfl 011) submits that in the following ;lations and rn. it has r.-rse of the study, of Arabic guage? of the language? r knowledge g of the Lan ing process of illrlt : l.tofeek Olalekan et aL fn Factors Teaching :-:loved a descriptive research design. The population of the study -. ieachers of Arabic language in tertiary institutions in South-West -- -: both Universities and Colleges of Education. Ten (10) tertiary :'; :andomly selected from the total population of institutions in South- - :- r-rrrlpassing both Universities and Colleges of Education. From each ,.:: institutions, five (5) and twenty (20) respondents comprising of -:.nts of Arabic language respectively were chosen, resulting in a total 'J (50) teachers and one hundred (100) students. -.:r-ument for data collection was a questionnaire designed for both - ::r'rerS. For teachers, Section A included personal biodata, while -::.fd of ten (10) questions related to their approach to teaching the ': .:-dents' questionnaire consisted of two sections, A and B. Section A :':-rii data of the respondents, while Section B comprised seven (7) ::: r1g their attitudes towards the teaching and learning of Arabic ' : South-West tertiary institutions of Nigeria. Tlre questionnaires - ::tion by experts in tertiary institutions and were modified accordingly ; : reliability and validity. The data collected was analyzed using -. stics. The methodology was structured to systematically investigate -.--:ncing the teaching and learning of Arabic Language in South-West, :- -ig a comprehensive and rigorous approach to data collection and ':::< Study : -ueslion one: Do Arabic teachers use different methods to teach the -:: irrd Standard deviation on different methods used to teach Arabic STATEMENT - .;r,rlporate multimedia resources in - :rsuage teaching -; ,nteractive activities such as group : - ns or role-plays in Arabic language - : {periffiented with technology-based - -.:: learning platforms in my teaching ::;l? B6 r,] iil,t r,lh' SD SA A SD D Mean 0.54 24 16 8 2 3.24 0.64 23 l3 l0 4 3.1 3t 10 6 3 3.3 8 0.44 ,92-4251 -:nal of arts, Volume 2 No. I December, 2023 ISSN: 2992-4251 ,{ilfliitliltliititittiiliili,', -i methods lstitutions- ... > 2.50) :ethods to I:- luage r.:heir ED nguage affect rlems were ualifications e acqulre learners !-4251 " F Taofeek Olalekan et al: In Factors ::nfident in my Arabic language - rncy level before entering tertiary , -. -ln : ,:d formal assessments or -::tions in Arabic language skills : ::rolling in tertiary education ;: the mean scores and standard deviations on knowledge of Arabic language :-'-ri-:erS before enrolment into tertiary institution. The mean scores for each of the :-- less than 2.50 (X < 2.50) which indicated agreement with the fact that most of :,,. not acquiredknowledge on Arabic language before enrolment into tertiary : uestion four: Do learners have favorable attitude towards learning of the .r:ic)? .,: and Standard deviation on favourable attitude of learners towards learning of - -, Je Education in tertiary institutions. STATEMENT : : Ihat learning Arabic will enhance , -re career opportunities - :ir ated to continue studying Arabic - -:: beyond the required curriculum Weighted Average 16 l1 30 43 2 r.4t 18 l7 34 3t 2.22 1.26 l5 18 40 27 2.2t t.27 SA A SD D Mean SD 37 l8 20 25 2.67 0.94 56 22 12 10 3.24 0.54 34 45 l5 6 3.07 0.66 2.91 - ,-,f afis, Volume 2 No. I December. 2023 ISSN: 2992-4251 BB f^tng Teachil ----- Mcr 3l ' : ::irerS acquired enough Arabic :lse before enrolment into tertiary .-,.-,n. ' :articipating in Arabic language 3I "'' Lt 4 il J 4 D S D /_) 54 s/N STATEMENT SA A D s I feel that government policies adequately promote the importance of learning Arabic language and culture 23 l0 6 2 I have benefited from any government-sponsored scholarships or grants for studying Arabic language l5 10 J The various arms of government encourage the teaching and learning process of Arabic language education in our schools. 20 t6 10 4 The government should allocate more resources to support Arabic language education programs 20 l0 l8 Weighted Average 2.96 DT.YUSUF Taofeek Olalekan et ah fn .Factors Affecting Table 4 showed the mean scores and standard deviations on favourable atti learners towards learning of Arabic Language Education in tertiary institutionr mean scores for each of the three items were also greater than 2.50 (X > 2.50) indicates agreement with the fact that learners in tertiary institutions favourable attitude towards learning of Arabic Language Education, Research question five: Does government encourage the teaching and I process of the language (Arabic)? Table 5: Mean and Standard deviation onhowgovernment encourages the and learning process of the Arabic Language Education in tertiary institution. Table 5 revealed the mean scores and standard deviations of respondents' on government encourages the teaching and learning process of the Arabic Lan Education in tertiary institutions. The mean scores for each of the four items u,erc greater than 2.50 (X > 2.50) which indicates agreement with the fact that gove encourages the teaching and learning process of the Arabic language Educari tertiary institutions. Discussion of Findings The first research question sought to know whether the Arabic teachers use methods to teach the language. The finding of the study revealed that Arabic used different methods to teach Arabic Language Education in tertiary inst This implies that there is a greater need for Arabic teachers to communicate extensively through the instrumentality of Arabic Language using methods. The finding of the study corroborates the studies done by Adam S and Abdul Wahid Adebisi (2012) who revealed that a significant relationship between methods of teaching Arabic and students' achievement in Arabic Education. Another study by Wardhana et al. (2023) shows that the use of di Rumfa Journal of arts, Volume 2 No. I December, 2023 ISSN: 2992-4251 - I 22 - -.-ng and - ases the :.sritution, llo 6 l0 l0 0 18 2.96 rf -.spondents' on r .:e Arabic f ; rJUf items were t: .act that ::Suage Education I teachers use Ld that Arabic ; :.r communicate Ege usrng ap ne b1'Adam Siraj icant relationship lnt in Arabic Lan hat the use of )992-4251 r tertiarv i ,: Taofeek Olalekan et aI: In Factors ;:-r Arabic Language Education in Indonesia institutions improved the -.st Io learn. ;::lrch question sought to know whether the qualification of the teachers ::;hing of the language. The finding of the study revealed that teacher ,..:cts their teaching. The finding of the study is in agreement with Al- - - ilat'amdeh (2023)which revealed that the qualification of the teachers :::hing of Arabic language. The study found statistically significant - :e level of enlightenment among teachers based on their educational -:e qualification of Arabic language teachers does have an impact on ::::rCh question sought to know whether the learners have acquired :::. before enrolment into tertiary institutions. The finding of the study ' - - : st of the learners have not acquired knowledge on Arabic language - :-: into terliary institutions" The finding of the study agrees with Riyadi i023) where their findings revealed that the students of Arabic . - - a;quire enough knowledge before enrollment into tertiary instifutions. -:- , .ack basic Arabic skills, which hinders their understanding of the ' : : : r.id in the classroom '::.:rCh question sought to know whether the learners have favourable -':. leaming of the Language (Arabic). The finding of the study shows --' : : in tertiary institutions showed favourable attitude towards learning of ' -::i Education. The finding of the study implies that Arabic language as , " - .slamic religion cannot be contested. The finding of the study is in : rr \urhayati et al. (2023) where they stated that students' attitudes -"- .: .{rabic at SMPIT Al-Mumtaz in Pontianak, West Kalimantan were -- :..iF\'. Therefore, learners have a favourable attitude towards leaming -::erally well known that most people faced some problems in learning - -::3 as a foreign Ianguage in non-Arabic speaking countries like Nigeria. ::rJh question sought to know whether the govemment encourages the '- :arning process of the language (Arabic). The finding of the study - :'.:rnment encourages the teaching and learning process of the Arabic -:---ation in tertiary institutions. The finding of the study implies that .::reciates the importance of language as a means of promoting Arabic ' : -:ation in tertiary institutions. The finding of the study is in line with the ' \':tional Policy on Education 1977,1981, 1998,2004 and (2014) which -.:: is no document that can be referred to as Nigerian language policy : ;:rrent of intention on the part of Nigeria government. According to :'1 ). who reported that language policy is a programme of action on the -, ri a language in a given community. This is far from the statement of - --r sub-section (10) of the National Policy on Education (FGN, 2014) --:ent appreciates the importance of language as a means of promoting I -: of afis, Volume 2 No. I December,2023 ISSN: 2992-4251 90 p- ,,ring Teachi/ l-- t fi"li' f irutions shl str - I .t DT.WSUF Taofeek Olalekan et ah fn -Factors social interaction and national cohesion and preserving culture. Thus, every shall learn language of the immediate environment. Recommendation The Heads of Traditional Arabic School (TAS) having adequately prepared students by taking them through different learning processes should encourage to further their studies at either college of education or university level. Sec Government in the south west of Nigeria should promote the study of language by giving employment to the graduate of Arabic. To further address problems affecting teaching and learning of Arabic language enrolment in college of education or at university level in the south west Nigeria, should look into elevating the status of Arabic language. Conclusion The scope of the research work is the South West of Nigeria which comprises of following states: Lagos State, Ogun State, Oyo State, Ondo State, Ekiti State Osun State. It is observed, that the population of intending students to further study at the Tertiary level of education is dwindling. not encouraging and nothing write home about. In fact, the low enrolment is alarming. This research work embarked upon to investigate the contributing factors to the observed low enro into Tertiary level of education in the above mentioned states. All research q tested to subject the situation to critical study and analysis are pointing to the there is perceived low enrolment of students to opt for studying Arabic Language. Also, the research work revealed that Arabic teachers adopted different methods teach Arabic language. However, learners do not possess adequate and knowledge of the language before enrolling into schools despite of their attitude towards the subject. Consequently, it would be necessary to learners to be exposed to basic and elementary training of Arabic language seeking admission into tertiary institution to further boost their academic Furthermore, over the years, governments have pot in place policies to encourage teaching and learning of Arabic language education in tertiary institutions sponsorship and grants to both scholars and learners. This notwi government, through allocation of resources and sponsorship, can continue to teaching and learning process of the language. It would be necessary to add Arabic teachers should be encouraged to acquire higher academic qualifications language to improve their skills and competences for effective teaching and in our tertiary institutions. References Adam, S. and AbdulWahid A. (2012). Teaching Arabic as a second language in Nigeria. The 8th International Language for Specific Purposes (LSP) S Aligning Theoretical Knowledge with Professional Practice. Procedia - and Behavioral Sciences,66 (2012) 126 - 135. Rumfa Journal of afts, Volume 2 No. I December, 2023 ISSN: 2992-4251 ' -- ,r- -- .-i. everv ,:e ln 2- \ ' : Taofeek Olalekan et al: Factors , 1016). The trend of Arabic and Islamic education in Nigeria: - : ,: .rd Prospects. Open loumal of Moden Linguistics, 0qB),197-201 - .' or g1 1 0.423 6 1 ojm1.20 16.63020 lilt S &Hawamdeh, M. F A. (2023 ). 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