PERCEIVED IMPACT OF INTEGRATION OF TSANGAYA QUR’ANIC EDUCATION ON CONVENTIONAL WESTERN EDUCATION IN NORTH-EAST NIGERIA

Abstract

This study investigated the perceived impact of integration of Tsangaya Quranic education with conventional western education in North-East Nigeria. The research was guided by three specific objectives, research questions and tested three correspondence hypotheses. employing a survey design, the study gathered data on the perception of Islamic scholars at integrated Tsangaya Quranic education centres, in North East. Data collected from sample of 771 Islamic scholars from these integrated centres using a self- developed questionnaire, Tsangaya Quranic Education Questionnaire (TQEQ). Statistical analysis involved frequency counts, percentages and the non-parametric Chi-square tested with a decision made at a 0.05 level of significance. The findings reveal that Islamic scholars from integrated Tsangaya Quranic education centres perceived national policy on integration, accessibility and the national education funding system as significant factors, contributing to the ineffective integration of Western and Tsangaya integration education of Western and Tsangaya Quranic education in North-East Nigeria. Conversely the level of participation in program planning were not perceived as significant factors influencing ineffectiveness. based on the findings it is recommended that the curriculum content of the program be made more flexible and goal oriented. this adjustment helps to mitigate concern among Islamic scholars, such as fear of religious conversion and apprehension regarding government ownership of Integrated Tsangaya Quranic centres, therefore facilitating more effective and widely accepted integration.