The Interface between Social Studies Education and the Almajari System of Islamic Education toward Effective Citizenship in Niger State

Abstract

This paper investigates the interface between Social Studies and the Almajiri system of Islamic education in their quest to produce effective citizens in Niger State. The research objectives formed the basis of the research question and hypotheses from which questionnaire items of the study were generated. Specifically, the survey method was used in the study. Three hundred and seventy-seven Social Studies and Islamic Studies teachers were selected as sample size from the target population of twenty-one thousand and seventy using stratified random sampling and a simple random sampling. The sampled respondents were served with a questionnaire, which was the research instrument and responses to the items on the questionnaire were on a four-point Likert scale. The responses were analyzed using statistical means to answer the research questions, while the hypotheses were tested using the chi-square test of a significant relationship. The research findings show that while there is no relationship between the problems hindering the effective
dispensation of the Almajiri system of education and those of Social Studies, effective learning for citizenship can be promoted in the Almajiri system of education through Social Studies. Respondents’ educational qualification and religious affiliation, all have an  influence on their perception of the interface between the Almajiri system of education and Social Studies toward effective citizenship in Niger State. The paper recommends among many other things, that the reform in the structure, organization, and operation of the Almajiri School in Nigeria need to be implemented in a sustained manner with all seriousness to among others, stamp out child begging and its consequences, which the research findings show are detrimental to effective citizenship among the pupil.