| dc.description.abstract | DISSERTATION:
The study intended to examine the challenges of Curriculum Design for Teaching Arabic Language at the Islamic University in Uganda. The research study came as a result of the persistent complaints of the Arabic language external Examiners in the faculty of Islamic Studies and Arabic language that students who offer Arabic language at IUIU exhibited poor Arabic writing skills.
The research design used was cross-sectional characterized by research objectives that included:- assessing the level of students writing at joining IUIU, finding out how Arabic studies curriculum at IUIU provided for the development of good writing skills and assessing the level of students writing skills possessed on leaving the University. Data was collected through interviews, questionnaires, observation, reference books, internet materials, magazines, journals and periodicals. It was analyzed using both qualitative and quantitative techniques in an inter-complementary manner using Computer Statistical Package for Social Scientists (SPSS).
Results showed that generally, External Examiners complaints were realistic that students offering Arabic Language at IUIU had poor writing skills. The findings of the study discovered a number of issue that included failure on the side of the Arabic studies department to separate “Arabic Writing Skills” as an independent course unit from the general “Arabic language Exercise” as a course unit.
Factors that impeded the effectiveness learning of Arabic language writing skills at IUIU included: - lack of language teaching skills, little time allocated to Arabic writing skills on FISAL time-table and non-availability of specific and detailed curriculum/manhaj on Arabic writing skills. Many recommendations were made notable of which was that the faculty should review its Arabic Language Curriculum in order to separate writing skills curriculum from that of a single course unit of “Arabic Language Exercises. | en_US |
