Browsing by Author "Owoyale-Abdulganiy, I. S."

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    Influence of Global Trends on Arabic Curriculum in Nigeria
    (Department of Religious Studies, Ekiti State University, Ado-Ekiti, Nigeria., 2025) Owoyale-Abdulganiy, I. S.; Abdur-Rafiu, J.,; Muhammad Soliu, I,; Sonde, S. A.; & Jamiu, A.A.
    This study examines the influence of global trends on the Arabic curriculum in Nigeria, exploring how technological advancements, cultural diversity, and the emphasis on global competencies are reshaping Arabic language education. The historical context of Arabic in Nigeria, from its introduction with Islam to its integration into formal education systems, is discussed, highlighting the challenges and opportunities faced by the curriculum. Global trends, including digital transformation, multiculturalism, and competency-based education, are transforming the Arabic curriculum to cater to both local and international demands. While these trends offer significant opportunities for enhanced cultural understanding, economic prospects, and educational reforms, they also pose challenges such as resource constraints, socio-political resistance, and the need for quality instructional materials. The paper recommends several strategies for overcoming these challenges, including teacher training programmes, curriculum adaptations, and increased investment in Arabic education. The integration of global trends in the Arabic curriculum presents a pivotal opportunity to modernise language education in Nigeria, preparing students for a globalised world while preserving the rich cultural and religious heritage associated with Arabic.
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    Influence of parental factors on upper basic students’ performance in Social and Islamic Studies in Ilorin, Nigeria
    (Universitas Majalengka, West Java-Indonesia, 2022-07) Olokooba I. N.; Owoyale-Abdulganiy, I. S.
    Parenting is the process of promoting and supporting the physical, emotional, social, and intellectual development of a child from infancy to adulthood. The study therefore examined the influence of parental factors on upper basic students’ academic performance in Social and Islamic Studies in Ilorin, Nigeria. A descriptive survey research design was adopted for the study. The sample for this study was all upper basic Social and Islamic Studies students in Ilorin. Systematic random sampling was employed to select seven upper basic schools in Ilorin. Purposive sampling technique was used to select 180 upper basic 2 Social and Islamic Studies students. A Pro-Forma was used as the instrument for data collection. Data analysis was done using ANOVA and Scheffe-Post Hoc analysis for research hypotheses. The result of the study showed that there was a significant difference in the academic performance of upper basic students’ in Social and Islamic Studies based on parental educational level and Socio-economic Status, the parental educational level. The finding of the study revealed that there was no significant difference in the academic performance of upper basic students’ in Social and Islamic Studies based on parental occupation and marital status. Based on these findings, it was recommended among other that parents should create enough time with their children especially in the area of communication concerning school activities, expectations of academic performance, the importance of achieving good results and they should always ask, and give encouragement to the children about the importance of homework.
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    Relevance of arts and social sciences subjects to security and safety education upper basic schools
    (Universitas Majalengka, West Java-Indonesia, 2023-01) Owoyale-Abdulganiy, I. S.; Olokooba I. N.; Ayuba, O. J.
    This paper investigated the relevance of Arts and Social Sciences Education in the promotion of security and safety education in Nigeria. This paper examined religious, social and language roles in ensuring security and safety of lives and properties in the country. The objectives of the study were to examine relevance of religious, language and Social Studies to security and safety education as the country persistently experienced security challenges. The simple random sampling technique was used to select 50 out of 120 teachers of Religious Studies, 55 out of 135 teachers of language education and 53 out of 315 teachers of social studies in upper basic schools in Ilorin, Kwara State, Nigeria. A researchers-designed questionnaire titled “Relevance of Arts and Social Sciences to Security and Safety Education Questionnaire (RASSSSEQ)” was used to gather data from the respondents. The instrument was validated by three experts in Test and Measurement and found it appropriate for this study. The reliability of the instrument was determined using test re-test reliability technique within a two-week interval. The scores of the two tests were correlated using the Pearson’s Product Moment Correlation (PPMC). The value obtained was 0.87. Three research questions raised were answered using the percentages. The findings of the study revealed that Arts and Social Sciences subjects are relevant in ensuring security and safety education in our society. The study concluded that curriculum must be reviewed in other to promote security education through Arts and Social Sciences subjects. Also, the study recommended that ministry of education should include security and safety education in social studies, languages and religious studies curriculum at all levels of education.