Impact of Mosque-Based Adult Education on Quranic Literacy in Rural Communities in Zamfara State

This study examines the impact of mosque-based adult education programmes on Quranic literacy levels in selected rural communities in Zamfara State, North West Nigeria. Low literacy rates in rural northern Nigeria have long been associated with limited access to formal education, and mosque-based learning has historically served as an alternative educational channel. The study adopts a descriptive survey design, with data collected from 200 adult learners and 30 mosque teachers in Gusau, Anka, and Kaura Namoda local government areas. Instruments used include structured questionnaires, oral Quranic recitation assessments, and interview schedules. Descriptive statistics and paired sample t-tests were used for data analysis. Findings show a statistically significant improvement in Quranic recitation, comprehension, and Arabic script recognition among regular programme participants compared to non-participants. Challenges identified include irregular attendance, the absence of standardised instructional materials, and limited funding for mosque education coordinators. The study recommends that the Zamfara State government formally recognise and fund mosque-based literacy programmes, develop standardised curricula, and integrate them into the state's broader adult literacy strategy. These findings have implications for education policy, Islamic institutions, and development stakeholders in North West Nigeria. Keywords: mosque-based education, Quranic literacy, adult education, Zamfara State, rural communities.