Arabic Script Literacy Among Secondary School Students in Sokoto Metropolis: Challenges and Prospects

Arabic script literacy is a foundational competency for engaging with classical Islamic texts, yet systematic assessment of this skill among secondary school learners in Nigeria remains sparse. This study investigates the level of Arabic script literacy among senior secondary school students in Sokoto Metropolis, examining the factors that facilitate or impede proficiency in reading and writing the Arabic script. Adopting a descriptive survey approach, the study administers standardised Arabic literacy tests and structured questionnaires to 250 students drawn from ten public secondary schools through stratified random sampling. Data on home literacy environments, teacher quality, instructional time, and access to Arabic-language materials are gathered through interviews with 30 Arabic teachers and 10 school administrators. The analysis employs both quantitative descriptive statistics and qualitative content analysis. Results are expected to reveal significant variation in literacy levels correlating with school type, teacher qualification, and parental educational background. The study observes that urban schools with dedicated Arabic departments demonstrate markedly higher average literacy scores than rural counterparts. Practical recommendations include increased allocation of instructional periods for Arabic, in-service teacher development programmes, and the procurement of age-appropriate Arabic reading materials. The findings carry implications for curriculum design at the state ministry of education level. Keywords: Arabic script literacy, secondary education, Sokoto, instructional challenges, language proficiency.