An Assessment of the Arabic Studies Curriculum at Federal Government Colleges in the South South Geopolitical Zone

Federal Government Colleges represent the most prestigious tier of secondary education in Nigeria and their Arabic studies curricula serve diverse student populations that include both Muslim students with prior Quranic training and students with no prior exposure to Arabic. This study assesses the Arabic studies curriculum as implemented in Federal Government Colleges located in the South South geopolitical zone, evaluating its content scope, pedagogical appropriateness, examination alignment, and responsiveness to the varied prior knowledge of students in this predominantly non-Arabophone region. Using a document analysis and field survey methodology, the research examines the approved national Arabic studies syllabus and its implementation in six Federal Government Colleges in Rivers, Akwa Ibom, Cross River, Delta, Bayelsa, and Edo States. Questionnaires are administered to 180 students and 24 Arabic teachers, supplemented by structured interviews with six vice-principals academics. The study finds that the national curriculum assumes a level of prior Arabic literacy that is unrealistic for many South South students, creating significant entry-level challenges. Teacher adaptation strategies vary widely, with some providing foundational script training not in the official curriculum. Recommendations include the development of a contextualised bridging module for South South schools and the training of Arabic teachers in differentiated instruction strategies. Keywords: Arabic studies curriculum, Federal Government Colleges, South South Nigeria, curriculum assessment, secondary education.