ACHIEVEMENTS AND SHORTCOMINGS OF ALMAJIRI INTEGRATED SCHOOLS IN SOKOTO STATE THE JOURNEY SO FAR
| TABLE OF CONTENTS | |||||||||||
| Title Page | – | – | – | – | – | – | – | – | – | -i | |
| Approval Page | – | – | – | – | – | – | – | – | -ii | ||
| Dedication | – | – | – | – | – | – | – | – | – | -iii | |
| Acknowledgement | – | – | – | – | – | – | – | – | -iv | ||
| Table of Contents | – | – | – | – | – | – | – | – | -v | ||
| List of Tables | – | – | – | – | – | – | – | – | – | -vii | |
| Abstract | – | – | – | – | – | – | – | – | – | -viii | |
| CHAPTER ONE: INTRODUCTION | |||||||||||
| 1.1 | Background of the study | – | – | – | – | – | – | -1 | |||
| 1.2 | Statement of the problem | – | – | – | – | – | – | -3 | |||
| 1.3 | Objectives of the study | – | – | – | – | – | – | -4 | |||
| 1.4 | Research questions | – | – | – | – | – | – | – | -4 | ||
| 1.5 | Significance of the study | – | – | – | – | – | – | -4 | |||
| 1.6 | Scope and delimitation of the study | – | – | – | – | – | -5 | ||||
| 1.7 | Definition of terms | – | – | – | – | – | – | – | -5 | ||
| CHAPTER TWO: REVIEW OF RELATED LITERATURE | |||||||||||
| 2.1 | Introduction | – | – | – | – | – | – | – | – | -6 | |
| 2.2 | The meaning and origin of Almajiri | – | – | – | – | – | -6 | ||||
| 2.3 | Almajiri System of Education | – | – | – | – | – | -7 | ||||
| 2.4 | Aim of Almajiri Education | – | – | – | – | – | – | -8 | |||
| 2.5 | Goals of integrating Almajiri education | – | – | – | – | -10 | |||||
| 2.6 | Struggles towa5rds integration of the Almajiri schools | – | – | -11 | |||||||
| 2.7 | Consequences of Integrated Almajiri education | – | – | – | -14 | ||||||
| 2.8 | Summary and uniqueness of the study | – | – | – | – | -15 | |||||
| CHAPTER THREE: RESEARCH METHODOLOGY | |||||||||||
| 3.1 | Introduction | – | – | – | – | – | – | – | – | -16 | |
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| 3.2 | Research design | – | – | – | – | – | – | – | -16 | ||
| 3.3 | Population of the study – | – | – | – | – | – | -16 | ||||
| 3.4 | Sample and sampling techniques | – | – | – | – | – | -16 | ||||
| 3.5 | Research instrument | – | – | – | – | – | – | – | -17 | ||
| 3.6 | Methods of data collection | – | – | – | – | – | – | -18 | |||
| 3.7 | Method of data analysis – | – | – | – | – | – | -18 | ||||
| CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS | |||||||||||
| 4.0 | Introduction | – | – | – | – | – | – | – | – | -19 | |
| 4.1 | Data presentation and analysis | – | – | – | – | – | -19 | ||||
| 4.2 | Summary of findings | – | – | – | – | – | – | – | -25 | ||
| 4.3 | Discussion of findings | – | – | – | – | – | – | -26 | |||
| CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS | |||||||||||
| 5.0 | Summary | – | – | – | – | – | – | – | – | -28 | |
| 5.1 | Conclusion | – | – | – | – | – | – | – | – | -28 | |
| 5.2 | Recommendations | – | – | – | – | – | – | – | -28 | ||
| References | – | – | – | – | – | – | – | – | – | -30 | |
| Appendix | – | – | – | – | – | – | – | – | – | -32 | |
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| LIST OF TABLES | |||||||
| Table 3.4.1 | Population of the study – | – | – | – | – | -17 | |
| Table 3.4.2 | Sample size of the study | – | – | – | – | – | -17 |
| Table 4.1.1. | Age distribution of the teachers | – | – | – | – | -19 | |
| Table 4.1.2. | Qualifications of the respondents (teachers) | – | – | – | -19 | ||
| Table 4.2.3 | Teachers’ Years of Experience | – | – | – | – | -20 | |
| Table 4.1.4 | Adequacy of instructional materials | – | – | – | – | -20 | |
| Table 4.1.5 | Time allocation of subjects on the time table | – | – | – | -20 | ||
| Table 4.6 | Number of students per classroom | – | – | – | – | -20 | |
| Table 4.7 | Students attitude towards learning | – | – | – | – | -21 | |
| Table 4.8 | Whether students’ education background pose to learning | -21 | |||||
| Table 4.9 | General performance of students in schools | – | – | – | -21 | ||
| Table 4.10 | Age distribution of respondents (students) | – | – | – | -22 | ||
| Table 4.11 | Students’ favorite subjects | – | – | – | – | – | -22 |
| Table 4.12 | Subjects students find difficult | – | – | – | – | -22 | |
| Table 4.13 | Whether there are enough teachers in the schools | – | – | -23 | |||
| Table 4.14 | Whether the teachers are punctual and committed | – | – | -23 | |||
| Table 4.15 | Availability of school library | – | – | – | – | – | -23 |
| Table 4.16 | The problems faced in the schools by the students | – | – | -24 | |||
| Table 4.17 | Whether the students can read and write in Arabic language | -24 | |||||
| Table 4.18 | Whether the students can read and write in English language | -24 |
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Abstract
This research work investigated the achievements and shortcomings of Almajiri Integrated Schools in Sokoto state. The journey so far using Almajiri Integrated Model School, Dange-Shuni and Almajiri Islamiyuya Integrated Model School Gagi, Sokoto as the case study. The sample size used was seven hundred and thirty two comprising of forty two teachers and six hundred and ninety students. A structured questionnaire was used to collect data fro9m the respondents. The finding revealed that the schools have qualified teachers. It also revealed that the major problem been faced by the students is the difficulty in the understanding of language of instruction i.e. English language. It is therefore recommended that the schools should organize an extra lesson for the students especially on English language and mathematics.
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CHAPTER ONE
INTRODUCTION
1.1 Background to the study
The issue of Almajirai has remained worrisome in the minds of northern elites. This is because the practice has been a source of embarrassment to the region. The concept of Almajiri came as a result of Prophet Muhammad’s migration from Mecca to Medina. In Hausaland the term Almajiri could take any of the following forms; any person irrespective of gender, who begs for assistance on the street or from house to house as a result of some deformity or disability; children between the age of seven and fifteen who attend informal religious school who equally roam about with the purpose of getting assistance or alms; or even a child who engages in some form of labour to earn a living.
According to Muhammad (2010) the concept of Almajiri education in Nigeria started in the days when the quest to acquire knowledge was prevalent, especially the Qur’anic knowledge by the Muslims, there were no laid down procedures or channels to adopt in obtaining such, except the unconventional way to a supposedly teacher, known as Malam. It was this Malam that now enlist the child to the teaching of religious scriptures and Islamic way of life are introduced to the young pupils. It was so perfect and rewarding that highly educated Sheikhs and Mullahs who became successful in life by holding positions of judges and teachers that were molding the minds of the young on how to become righteous and exemplary in their future lives. However, when the civilized life styles of the west started encroaching into the big cities of the north, some of these Malams became allured to the greed for money and started migrating to the cities and towns with their pupils and subjected them to vagaries of the streets.
ACHIEVEMENTS AND SHORTCOMINGS OF ALMAJIRI INTEGRATED SCHOOLS IN SOKOTO STATE THE JOURNEY SO FAR