Comparative Study of Arabic Language Textbooks Used in Secondary Schools in Kebbi and Niger States

Textbook quality and suitability are critical determinants of the quality of language instruction, and the comparative evaluation of Arabic language textbooks across different state jurisdictions illuminates the inequalities and inconsistencies in Nigerian secondary Arabic education. This study conducts a comparative analysis of Arabic language textbooks currently approved for use in senior secondary schools in Kebbi and Niger States, evaluating their linguistic accuracy, pedagogical design, cultural appropriateness, and alignment with national curriculum benchmarks. Using a document analysis methodology, the research applies a validated textbook evaluation framework to four approved textbooks, two from each state, assessing criteria including grammar progression, vocabulary selection, exercise design, cultural content, and visual layout. Consultations with ten experienced Arabic teachers from each state provide practitioner perspectives on textbook usability and learner engagement. The study finds that textbooks from both states exhibit significant gaps in communicative exercise design and contemporary cultural relevance, though Kebbi State texts demonstrate stronger grammatical progression and vocabulary load management. Both sets of materials inadequately address listening and speaking skills, consistent with broader findings in the Arabic textbook evaluation literature. Recommendations focus on the development of a nationally harmonised Arabic textbook series incorporating communicative and multimodal features. Keywords: Arabic textbooks, comparative analysis, secondary schools, Kebbi State, Niger State.