Teachers’ Qualification as a Measure of Very Difficult Topics in Senior Secondary Arabic Curriculum in Oke-Ogun, Oyo State, Nigeria
The study examined qualified and unqualified teachers perception of very difficult topics on the teachers’ qualifications as a measure of very difficult topics in senior secondary school Arabic curriculum. A purposive sampling technique was used to select a total of 30 Arabic language teachers from 30 senior schools constituted the study sample. The variable considered was teachers’ qualification and the topics in the senior schools Arabic curriculum. The instrument used for data collection was checklist containing topics of senior secondary Arabic language curriculum which was distributed for these teachers to measure differences in their perception. There were four research questions and one research hypothesis. Frequency counts and percentage of respondents on very difficult topic were calculated according to the variables while t-test was used to test the hypothesis. The content and face validity of the instrument was done by giving it to teachers of Arabic language at the senior secondary schools and a specialist in Arabic education at the University of Ilorin. Test-retest was used to determine the reliability of the instrument using Pearson’s r. The correlation co-efficient value of 0.96 was obtained. The findings revealed that teachers’ qualifications do not influence teachers’ perception of very difficult topics in the senior secondary school Arabic language curriculum, seven topics were perceived very difficult, and eighteen topics were perceived difficult while fifty-seven were perceived not difficult. Also, there was no difference in the content area of topics as perceived by qualified and unqualified teachers, and lastly, there was no difference in the total number of topics perceived as difficult by qualified and unqualified teachers of Arabic language. On the basis of these findings, a conclusion was drawn and recommendations were made.
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