An Assessment of the Teaching of Seerah (Prophetic Biography) in Islamic Schools in Sokoto State

This study assesses the teaching of Seerah, the biography of the Prophet Muhammad (SAW), in Islamic schools in Sokoto State, North West Nigeria. Seerah occupies a central role in Islamic education as it offers practical models of moral leadership, social conduct, and spiritual development. Despite its importance, its pedagogical treatment in Nigerian Islamic schools has received limited scholarly attention. The study uses a descriptive survey design and collects data from 180 teachers and 400 students in fifteen Islamic schools across Sokoto, Tambuwal, and Wamako local government areas. Instruments include observation schedules, interview guides, and achievement tests. Data were analysed using descriptive statistics and independent samples t-tests. Findings reveal that while Seerah is formally part of the curriculum, it is often treated superficially, with teachers relying heavily on rote memorisation rather than contextual analysis or critical engagement. Student performance on contextual application questions was notably weak. The study recommends the development of learner-centred Seerah instructional materials, teacher training on active learning methodologies, and the inclusion of Seerah-based case studies in examination formats. These recommendations are relevant to the Sokoto State Schools Management Board and Islamic education reform advocates. Keywords: Seerah, Prophetic biography, Islamic schools, Sokoto State, curriculum assessment.