Assessment of Arabic Language Components in Nigerian University Admission Processes: A Study of JAMB Arabic

The Joint Admissions and Matriculation Board Arabic language examination serves as the gateway assessment for entry into Arabic studies and related programmes in Nigerian universities, and its design, administration, and alignment with university programme entry requirements have significant implications for the quality and preparedness of the undergraduate Arabic student cohort. This study assesses the quality and fitness for purpose of the JAMB Arabic examination as an admission screening tool, examining its content validity, item quality, score reliability, and predictive validity relative to first-year university Arabic performance. Using an educational measurement methodology, the research analyses five years of JAMB Arabic past papers and corresponding chief examiner reports, applying item response theory and content mapping techniques to assess psychometric quality and curriculum alignment. Correlation analyses between JAMB Arabic scores and first-semester Arabic programme performance data gathered from three universities are used to assess predictive validity. Interviews with ten university Arabic programme admission tutors and five JAMB curriculum advisers provide qualitative assessment of the examination's fitness for purpose. The study finds moderate content validity and significant variance in item difficulty that may disadvantage students from under-resourced schools. Predictive validity for university Arabic performance is found to be modest, suggesting the examination captures only a partial picture of admission readiness. Keywords: JAMB Arabic, university admission, examination quality, Arabic language assessment, predictive validity.