School Type and Location as Predictors of Achievements in Arabic Literacy in selected Secondary Schools of Ogun state, Nigeria

Abstract


 
 
 The study investigated the influence of school location and school type as predictors of students’ academic achievement in Arabic language. Three types of schools were examined based on their location. Two hypotheses were tested out while two research questions raised were answered. Achievement test was designed for gathering data. The validity of the achievement test was tested using the expert opinion method while the reliability was tested using test-retest method. 100 students were selected as sample from the 10 schools that were involved in the study. Four Arabic language aspects areas were tested: comprehension, translation from Arabic to English and from English to Arabic and sentence construction. The reliability of the instruments were established at 0.61 and 0.71 respectively. Results showed that Students’ School location does influence their performance in Arabic literacy, with Students whose schools are in the rural area performing better than those in the urban area in Sentence writing and in Arabic literacy achievement test in general. It was also discovered that School type and School location have impact on students’ Arabic achievement. The study recommended among others that; Students should consider the benefits embedded in the speaking and writing of Arabic and be committed to learning the language; that teachers have to make the teaching of Arabic language very interesting and impactful given its peculiar difficulties; and that parents should encourage their children to learn Arabic language at all cost.