The Study of Nahw (Arabic Grammar) in Traditional Islamic Schools in Katsina State: An Evaluation

Nahw, the study of Arabic grammatical rules and syntactic analysis, constitutes the backbone of traditional Islamic scholarly training in northern Nigeria and is regarded as an essential gateway to the authoritative reading of the Quran and classical Islamic texts. This study evaluates the teaching and learning of nahw within traditional Islamic schools in Katsina State, examining instructional approaches, learner engagement, and the relevance of classical nahw texts to contemporary Arabic use. Using a descriptive survey methodology, the research collects data from 25 school proprietors, 60 teachers, and 300 students across fifteen traditional Islamic institutions in Katsina, Daura, and Funtua. Classroom observations and structured interviews supplement the quantitative survey data. The study finds that instruction remains heavily dependent on memorisation of classical texts such as the Ajrumiyya and Alfiyya, with limited effort to connect grammatical principles to contemporary Arabic usage or communicative practice. Student motivation and retention rates are found to decline sharply after the foundational texts, suggesting a need for pedagogical innovation. Recommendations include the integration of contextualised grammatical exercises, use of modern Arabic media as instructional material, and the development of graduated pedagogical commentaries on classical nahw texts. Keywords: Nahw, Arabic grammar, traditional Islamic schools, Katsina, pedagogical evaluation.