Quranic Memorisation Techniques and Academic Performance of Hafiz Students in Islamic Boarding Schools in Borno State

This study examines the relationship between Quranic memorisation techniques and the academic performance of Hafiz students in selected Islamic boarding schools in Borno State, North East Nigeria. The Hafiz programme, which requires complete memorisation of the Quran, places substantial cognitive demands on students, raising questions about its implications for performance in secular academic subjects. The study adopts a descriptive correlational design using structured questionnaires and academic records of 180 Hafiz students drawn from eight boarding schools in Maiduguri and Biu. Data were analysed using Pearson correlation and multiple regression. Findings indicate that students employing structured revision methods (such as the Sabqi and Manzil systems) outperform those using unstructured repetition techniques in both Quranic and general academic assessments. A significant positive correlation was found between memorisation discipline and performance in Arabic, English, and Mathematics. The study recommends the formalisation and wider adoption of structured memorisation methodologies in Islamic boarding schools, paired with adequate rest schedules and academic support for Hafiz students. These findings provide evidence for Islamic education administrators and policymakers on the academic compatibility of Quranic memorisation with formal schooling. Keywords: Quranic memorisation, Hafiz, academic performance, Islamic boarding schools, Borno State.