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JAMB Islamic Syllabus for 2021 Out

This is to inform you that Jamb Islamic syllabus for 2021/2022 is out. The aim of the syllabus is to prepare people who are going to partake in the 2021 Jamb Cbt Exam.

jamb islamic syllabus

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JAMB Islamic Syllabus 2021

The syllabus broadly covers topics from:

  1. ISLAMIC HISTORY AND CIVILIZATION
  2. TAWHID AND FIQH
  3. THE QUR’AN AND HADITH

Now the detailed topics, area of focus and what candidates are expected to know after reading each topic:

ISLAMIC HISTORY AND CIVILIZATION

There are 6 sub-topics. They include:

CONTRIBUTIONS OF ISLAM TO EDUCATION

Candidates should focus on: 

(i) The aims and objectives of Islamic Education.
(ii) The Glorious Qur’an and Hadith on Education (Q.96:1-5) (Q.39:9).
(iii) The search for knowledge is obligatory on every Muslim” (Ibn Majah).
(iv) Seek knowledge from the cradle to the grave”.
(v) The words of wisdom are a lost property of the believer … a better right to it…. “ (Tirmidhi).

After reading, candidates should be able to:

(i) classify the aims and objectives of Islamic Education.
(ii) assess the position of the Glorious Qur’an and Hadith in education.
(iii) examine the importance of seeking knowledge in Islam.

EARLY CONTACT OF ISLAM WITH AFRICA

Candidates should focus on:

(i) Hijrah to Abyssinia.
(ii) The spread of Islam to Egypt.
(iii) The role of traders, teachers, preachers, Murabitun, Sufi orders and Mujaddidun to the spread of Islam in West Africa.

After reading, candidates should be able to:

(i) evaluate their circumstances leading to the Hijrah to Abyssinia.
(ii) give reasons for the spread of Islamic in Egypt.
(iii) account for the roles of traders, teachers, preachers, Murabitun, Sufi orders and Mujaddidun in the spread of Islam in West Africa.

Read Also Jamb Arabic Syllabus 2021

PRE-ISLAMIC ARABIA (JAHILIYYAH)

Candidates should focus on:

(i) Jahiliyyah practices: idol worship, infancticide, polyandry, gambling, usury, etc.
(ii) Islamic reforms.

After reading, candidates should be able to:

(i) distinguish the different types of practices common to the Arabs of al-Jahiliyyah.
(ii) trace the reforms brought about by Islam to the Jahiliyyah practices.

THE IMPACT OF ISLAM IN WEST AFRICA

Candidates should focus on:

(i) The influence of Islam on the socio-political life of some West African Empires: Ghana, Mali, Songhai and Borno.

(ii) The impact of Islam on the economic life of some West African states: Timbuktu, Kano and Borno.

After reading, candidates should be able to:

(i) analyse the influence of Islam on the socio-political system of some West African States.
(ii) evaluate the impact of Islam on the economic life of Timbuktu, Kano and Borno.

THE LIFE OF PROPHET MUHAMMAD (SAW)

Candidates should focus on:

(i) His birth and early life.
(ii) His call to Prophethood.
(iii) Da’wah in Makkah and Madinah.
(iv) The Hjrah.
(v) Administration of the Ummah and the role of the mosque (Q.3:159) (Q.4:58 and 135).
(vi) The Battles of Badr, Uhud and Khandaq: causes and effects.
(vii) The Treaty of al-Hudaibiyyah and the conquest of Makkah.
(viii) Hijjatul-wada (the farewell pilgrimage) sermon, and lessons.
(ix) Qualities of Muhammad (SAW) and lessons learnt from them.

After reading, candidates should be able to:

(i) account for the birth and early life of the Prophet Muhammad (SAW).
(ii) provide evidence for the call of Muhammad (SAW) of Prophethood.
(iii) analyse the Da’awah activities of the Prophet Muhammad (SAW) to Madinah.
(iv) account for the Hijrah of the Prophet Muhammad (SAW) in Makkah and Madinah.
(v) analyse the administration of the Muslim Ummah in Madinah.
(vi) account for the causes and effects of the Battles of Badr, Uhud and Khandaq.
(vii) trace the circumstances leading to the formulation of the Treaty of Hudaibiyya.
(viii) account for the Conquest of Makkah.
(ix) examine for the farewell pilgrimage and its lessons.
(x) analyse the qualities of Muhammad (SAW) their relevance to the life of a Muslim.

THE RIGHTLY GUIDED CALIPHS (AL-KHULAFA’U RASHIDUN).

Candidates should focus on: The lives and contributions of the four Rightly Guided Caliphs.

After reading, candidates should be able to:

(i) trace the biographies of the four Rightly Guided Caliphs.
(ii) evaluate their contributions to the development of Islam.

TAWHID AND FIQH

There are 17 sub-topics, which include;

ARTICLE OF FAITH

Candidates should focus on:

(a) Belief in Allah.
(i) Existence of Allah (Q.2:255) (Q.52:35-36).
(ii) Attributes of Allah (Q.59:22-24).
(iii) The works of Allah (Q.27:59:64).

(b) Belief in Allah’s angels (Q.2:177 and 285) (Q.8:50) (Q.16:2). 
(c) His books (Q.2:253) and 285) (Q.3:3). 
(d) His Prophets: Ulul-azmi (Q.4:163-164). 
(e) The Last Day: Yawm-al-Ba’th (Q.23:15-16) (Q.70:4). 
(f) Destiny: distinction between Qada and Qadar (Q.2:117) (Q.16:40) (Q.36:82).

After reading, candidates should be able to:

(i) examine the significance of the article of faith.
(ii) examine the attributes of Allah.
(iii) examine the works of Allah.
(iv) examine the belief in Allah’s books.
(v) identify the verses on Allah’s books.
(vi) identify the belief in the Prophets of Allah and its significance.
(vii) analyse the belief in the Last Day and its significance.
(viii) evaluate the belief in destiny and its significance.

DIVORCE

Candidates should focus on:

(i) Attitude of Islamic to divorce (Q.2:228) (Q.4:34-35) Hadith “of al things lawful … most hateful to Allah..” (Abu Daud 15:3).
(ii) Kinds (Talaq, Khul;, Faskh, Mubara’ah and Lian) (Q.2:229-230) (Q.24:6-9).
(iii) Iddah, kinds, duration and importance (Q.2:228 and 234).
(iv) Prohibited forms of dissolution of marriage. (Ila and Zihar) (Q.2:226-227) (Q.58:2-4).
(v) Custody of children (Hadanah).

After reading, candidates should be able to:

(i) analyse the attitude of Islam to divorce.
(ii) examine the different types of divorce.
(iii) differentiate between the various kinds of iddah.
(iv) analyse its duration and significance.
(v) determine the prohibited forms of ending marriage.
(vi) determine who has the right to custody of children.

FAITH

Candidates should focus on: Tawhid Its importance and lessons.

After reading, candidates should be able to: analyse the concepts of Tawhid.

FAMILY MATTERS

Candidates should focus on:

(a) Marriage.

(i) Importance (Q.16:72) (Q.24:32) (Q.30:20-21).
(ii) Prohibited categories (Q.2:221) (Q.4:22-24).
(iii) Conditions for its validity (Q.4:4) (Q.4:24-25).
(iv) Rights and duties of husbands and wives (Q.4:34-35) (Q.20:132) (Q.65:6-7).
(v) Polygamy (Q.4:3 and 129).

(b) Idrar ill-treatment of wife (Q. 65:1-3).

After reading, candidates should be able to:

(i) analyse the importance of marriage.
(ii) determine the category of women prohibited to a man to marry.
(iii) examine the conditions for validity of marriage.
(iv) determine the rights and duties of the spouse.
(v) evaluate polygamy and its significance.
(vi) examine the ill-treatment of wife in marriage.

GENERAL PRACTICES WHICH ARE INCOMPATIBLE WITH ISLAMIC PRINCIPLES OF TAWHID

Candidates should focus on:

– Superstition (Q.25:43) (Q.72:6).
– Fortune-telling (Q.15:16-18)(Q.37:6-10).
– Magic and witchcraft (Q.2:102) (Q.20:69) and 73) (Q.26:46).
– Cult worship (Q.17:23) (Q.4:48).
– Innovation (Bid’ah) (Q.4:116) and Hadith 5 and 28 of an-Nawawi.

After reading, candidates should be able to:

(i) identify those practices that are incompatible with the Islamic principles of Tawhid.
(ii) determine those practice that are incompatible with Tawhid.
(iii) shun off those actions.
(iv) Demonstrate the teachings of the verses and the ahadith in their daily lives.

HAJJ

Candidates should focus on:

(i) Its importance (Q.2:158 and 197) (Q.3:97) (Q.22:27-28).
(ii) Type (Ifrad, Qiran and Tamattu).
(iii) Essentials of Hajj (Arkan al Hajj).
(iv) Conditions for the performance of Hajj.
(v) Differences between Hajj and Umrah.

After reading, candidates should be able to:

(i) examine the importance of Hajj.
(ii) differentiate between the types of Hajj.
(iii) determine the essentials of Hajj.
(iv) evaluate the conditions for performance of Hajj.
(v) differentiate between Hajj and Umrah.

IBADAT AND THEIR TYPES

Candidates should focus on:

(a) Good deeds (Q.3:134) (Q.6:160) (Q.2:177) (Q.31:8) (Q.103:1-3) 26th Hadith of an-Nawawi.
(b) Taharah, its types and importance (al-istinja’/istijmar, alwudu’, at-tayammum and al-ghusl (Q.2:222) (Q.5:7) Hadith 10 and 23 of an-Nawawi.

After reading, candidates should be able to:

(i) determine what constitutes acts of ibadah.
(ii) distinguish between the different types of taharah.

INHERITANCE

Candidates should focus on:

(i) Its importance.

(ii) Heirs and their shares (Q.4:7-8, 11-12 and 176).

After reading, candidates should be able to:

(i) Evaluate the significance of inheritance.
(ii) identify the categories of the Qur’anic heirs.
(iii) determine the share of each heir.

ISLAMIC ECONOMIC SYSTEM

Candidates should focus on:

(i) Islamic attitude to Riba (Q.2:275-280) (Q.3:130) (Q.4:161) Hadith 6th of an-Nawawi.
(ii) At-tatfif (Q.83:1-6).
(iii) Hoarding (ihtikar) (Q.9:34).
(iv) Islamic sources of revenue: Zakah, Jizyah, Kharaj and Ghanimah.
(v) Baitul-mal as an institution of socio-economic welfare.
(vi) Difference between the Islamic economic system and the Western economic system.

After reading, candidates should be able to:

(i) analyse Islamic attitude to Riba.
(ii) relate at-tatfif and its negative consequences.
(iii) examine ihtikar and its implications on society.
(iv) identify the sources of revenue in Islam.
(v) evaluate the disbursement of the revenue.
(vi) determine the uses of baitul-mal in the Ummah.
(vii) differentiate between the Islamic and Western economic systems.

ISLAMIC POLITICAL SYSTEM

Candidates should focus on:

(i) Allah as the Sovereign (Q.3:26-27).
(ii) The concept of Shurah (consultation) (Q.3:159( (Q.42:38).
(iii) The concept of Adalah (justice) (Q.5.9) (Q.17:13-14 and 36) and Mas’uliyah (accountability) (Q.4:58) (Q..102:8).
(iv) The rights of non-Muslims in an Islamic state (Q.2:256) (Q.6:108).
(v) Differences between the Islamic political system and the Western political system.

After reading, candidates should be able to:

(i) analyse the concept of Allah’s sovereignity.
(ii) examine the concept of shurah in Islam.
(iii) evaluate the concept of justice and accountability.
(iv) examine the rights of non-Muslims in an Islamic state.
(v) differentiate between the Islamic and Western political systems.

JIHAD: CONCEPT, KINDS, MANNER AND LESSONS (Q.2:190-193) (Q.22:39-40)

After reading, candidates should be able to:

  1. examine the concepts of jihad and its type.
  2. evaluate the manner of carrying out jihad and its lessons.

KALIMATUSH-SHAHADAH

Candidates should focus on:

(i) Its meaning and importance.
(ii) The Oneness of Allah as contained in the following verses: (Q.3:19) Q.2:255) (Q.112:1-4).
(iii) The servanthood and messengership of the Prophet Muhammad (SAW) as contained in the following verses (Q.3:144) (Q.18:110) (Q.48:29) and (Q.34:28).
(iv) Universality of his message (Q.7:158) (Q.34:28).
(v) Finality of his Prophethood (Q.33:40).

After reading, candidates should be able to:

  1. evaluate the significance of kalimatush-shahadah.
  2. identify the verses dealing with the Oneness of Allah.
  3. determine the significance of the servanthood of the Prophet Muhammad (SAW).
  4. evaluate the significance of the universality of Prophet Muhammad’s message.
  5. examine the significance of the finality of the Prophethood of Muhammad (SAW).

SALAH

Candidates should focus on:

(i) Importance: (Q.2:45) (Q.20:132) (Q.29:45) and Hadith 23rd of an-Nawawi.
(ii) Description and types of salah.
(iii) Things that vitiate salah.

After reading, candidates should be able to:

(i) assess the importance of salah to a Muslim’s life.
(ii) analyse different types of salah.
(iii) identify things that vitiate salah.

SAWM

Candidates should focus on:

(i) Its types and importance (fard, sunnah, qada and kaffarah) (Q.2:183-185) 3rd Hadith of an-Nawawi.
(ii) People exempted from sawm.
(iii) Things that vitiate sawm.

After reading, candidates should be able to:

(i) compare the various types of sawm.
(ii) determine the people who are exempted from fasting.
(iii) determine things that vitiate fasting.

SHIRK

Candidates should focus on:

(i) Beliefs which are incompatible with the Islamic principles of Tawhid:

  • Worship of Idols (Q.4:48) (Q.22:31).
  • Ancestral worship (Q.4:48 and 116) (Q.21:66-67).
  • Trinity (Q.4:171) (Q.5:76) (Q.112:1-4).
  • Atheism (Q.45:24) (Q.72:6) (Q.79:17-22).

After reading, candidates should be able to:

(i) determine what actions and beliefs constitute shirk.
(ii) Determine the implications beliefs and actions of shirk.
(iii) avoid such actions.

SOURCES AND SCHOOLS OF LAW

Candidates should focus on:

  1. The four major sources (the Qur’an, Sunnah, Ijma and Qiyas).
  2. The four Sunni Schools of law.

After reading, candidates should be able to:

(i) analyse the four major sources of Islamic law.
(ii) examine the biography of the sunni schools of law.
(iii) examine their contributions.

ZAKAH

Candidates should focus on:

(i) Its types and importance (zakatul-fitr, zakatul mal, al-an-am and al-harth (Q.2:267) (Q.9:103) 3rd Hadith of an-Nawawi.
(ii) Collection and disbursement (Q.9:60).
(iii) Difference between Zakah and sadaqah.

After reading, candidates should be able to:

  1. differentiate between the various types of zakkah and the time of giving them out.
  2. determine how to collect and distribute zakah.
  3. distinguish between zakah and sadaqah.

THE QUR’AN AND HADITH

This topic has 26 sub-topics. From (14) – (26) are under MORAL LESSONS IN THE GLORIOUS QUR’AN AND HADITH

HADITH

Candidates should focus on:

(a) History of Hadith literature – Collection of Hadith from the time ofthe Prophet to the period of the six authentic collectors of Hadith.

(b) Authentication of Hadith:
(i) Isnad (Asma’ur-rijal).
(ii) Matn.
(iii) Classification of Hadith into Sahih,Hassan and Da’if.

After reading, candidates should be able to:

i. evaluate the history of Hadith from the time of the Prophet (SAW) to the period of six authentic collectors.
ii. analyse the Isnad.
iii. analyse the Matn.
iv. distinguish between Hadith Sahih, Hassan and da’if.

STUDY OF THE ARABIC TEXT OF THE FOLLOWING SUWAR/AYATS WITH TAJWID

Candidates should focus on:

  1. Al-Fatihah (Q.1).
  2. Al -Adiyat (Q.100).
  3. Al -Qari’ah (Q.101).
  4. At -Takathur (Q.102).
  5. Al -Asr ((Q.103).
  6. Al -Humazah (Q.104).
  7. Al -Maun ((Q.107.
  8. Al -Kawthar (Q.108).
  9. Al -Kafirun (Q. 109).
  10. Al- Nasr (Q. 110).
  11. Al -Masad ((Q.111).
  12. Al -Ikhlas (Q.112).
  13. Al -Falaq ((Q.113).
  14. An-Nas (Q.114).

After reading, candidates should be able to:

i. Recite with correct tajwid the Arabic texts of the suwar.
ii. Translate the verses.
iii. Deduce lessons from them.
iv. Evaluate the teachings of the verses.

IMPORTANCE OF THE GLORIOUS QUR’AN

Candidates should focus on: as a source of guidance in spiritual, moral, economic, political and socio-cultural matters.

After reading, candidates should be able to:  examine the importance of the Glorious Qur’an.

INTRODUCTION TO TAJWID (THEORY AND PRACTICE)

After reading, candidates should be able to: examine the meaning and importance of Tajwid.

MUWATTA AND ITS AUTHOR

Candidates should focus on: The biography of Imam Malik and the study of his book.

After reading, candidates should be able to:

  1. evaluate his biography.
  2. analyse his work.

PRESERVATION OF THE GLORIOUS QUR’AN

Candidates should focus on:

  1. Complete arrangement.
  2. Differences between Makkah and Madinan suwar.
  3. Recording, compilation and Standardization of the Glorious Qur’an.
  4. The role played by the Companions of the Prophet (SAW).

After reading, candidates should be able to:

i. Identify the personalities involved in the arrangement of the Glorious Qur’an.
ii. Differentiate between Makkan and Madinan suwar.
iii. Analyse how the Glorious Qur’an was recorded, compiled and standardized.
iv. Evaluate the role played by the companions of the Prophet (SAW).

PROOF OF THE DIVINE AUTHENTICITY OF THE GLORIOUS QUR’AN (Q.4:82) (Q.41:42)

Candidates should focus on:

(a) Uniqueness of the Glorious Qur’an (Q.39:27)(Q.17:88)(Q.75:16-19).
(b) Divine preservation of the Glorious Qur’an (Q.15:9).

After reading, candidates should be able to:

i. Evaluate the proof of the divine authenticity of the Glorious Qur’an.
ii. Evaluate the uniqueness of the Glorious Qur’an.
iii. Examine the ways by which the Glorious Qur’an was preserved.

REVELATION OF THE GLORIOUS QUR’AN

Candidates should focus on:

(a) Visits of the Prophet (SAW) to Cave Hira.
(b) His reaction to the first revelation and its importance.
(c) Different modes of revelation (Q.42:51): inspiration behind the Veil, through an angel, etc.
(d) Piecemeal revelation (Q.17:106) (Q.25:32).

After reading, candidates should be able to:

i. analyse the Prophet’s (SAW) visits to Cave Hira and the purpose.
ii. describe the Prophet’s reaction to the first revelation and its importance.
iii. differentiate between the modes of revelation.
iv. explain why the Glorious Qur’an was revealed piecemeal.

STUDY OF THE ARABIC TEXT OF THE FOLLOWING SUWAR/AYATS WITH TAJWID

Candidates should focus on:

  1. Al-A’ala (Q.87).
  2. Ad-Duha (Q.93).
  3. Al-Inshirah (Q.94).
  4. At-Tin (Q.95).
  5. Al-Alaq (Q.96).
  6. Al-Qadr (Q.97).
  7. Al-Bayyinah (Q.98).
  8. Al-Zilzal (Q.99).
  9. Ayatul-Kursiy (Q.2:255).
  10. Amanar-Rasul (Q.2:285-6).
  11. Laqad jaakun (Q.9:128-129).

After reading, candidates should be able to:

i. recite with correct tajwid the Arabic texts of the suwar.
ii. deduce lessons from them.
iii. evaluate the teachins.

TAFSIR

Candidates should focus on:

(a) Historical development of Tafsir.
(b) Importance of Tafsir.
(c) Types of Tafsir.

After reading, candidates should be able to:

i. Trace the origin and sources of Tafsir.
ii. Evaluate the importance of Tafsir.
iii. Compare the types of Tafsir.

THE RELATIONSHIP BETWEEN HADITH AND THE GLORIOUS QURAN

Candidates should focus on:

(a) The importance of Hadith.
(b) The similarities and differences between Hadith and the Glorious Qur’an.

After reading, candidates should be able to:

(i) examine the importance of Hadith.
(ii) distinguish between Hadith and the Glorious Qur’an.

THE SIX SOUND COLLECTORS OF HADITH- BIOGRAPHY AND THEIR WORKS

After reading, candidates should be able to: evaluate their biographies and works.

THE STUDY OF THE ARABIC TEXTS OF THE FOLLOWING AHADITH FROM AN-NAWAWIS COLLECTION: 1,3,5,6,7,9,10,11,12,13,15,16, 18,19,21, 22,25,27,34, AND 41

After reading, candidates should be able to: 

i. interpret the ahadith in Arabic.
ii. apply them in their daily lives.

Remember: From (14) – (26) are under MORAL LESSONS IN THE GLORIOUS QUR’AN AND HADITH.

ADULTERY AND FORNICATION (Q.17:32) (Q.24:2), HOMOSEXUALITY (Q.11:77-78) AND OBSCENITY (Q:4:14-15)

Candidates should focus on: Hadith – “No one of you should meet a woman privately …… “Bukhari.

After reading, candidates should be able to: apply the teachings of the verses in their daily lives.

BEHAVIOUR AND MODESTY IN DRESSING (Q.24:27-31) (Q.33:59)

After reading, candidates should be able to:  demonstrate the teachings of the verses in their daily lives.

DIGNITY OF LABOUR (Q.62:10) (Q.78:11)

Candidates should focus on: Hadith from Bukhari and Ibn Majah: “that one of you takes his rope…….” “never has anyone of you eaten……”.

After reading, candidates should be able to: apply the teachings of the verses in their daily lives.

ENJOINING WHAT IS GOOD AND FORBIDDING WHAT IS WRONG (Q.3:104 AND 110) (Q.16:90) HADITH 25 AND 34 OF AN NAWAWI

After reading, candidates should be able to: apply the teachings of the verses and the ahadith in their daily lives.

GENERAL MORAL LESSONS CONTAINED IN THE ADMONITION OF SAGE LUGMAN TO HIS SON (Q.31:18-20)

After reading, candidates should be able to: use the teachings of the verses to their daily livs.

GOODNESS TO PARENTS (Q.17:23-24)

After reading, candidates should be able to: Apply the teachings of the verses to their daily lives.

HONESTY (Q.2:42)(Q.61:2-3)

After reading, candidates should be able to: demonstrate the teachings of the verses in their daily lives.

LEADERSHIP (Q.2:124) AND JUSTICE (Q.4:58 AND 135) (Q.5:9)

Candidates should focus on: Hadith – ‘take care everyone of you is a governor ….. concerning his subjects” (al-Bukhari and others).

After reading, candidates should be able to: apply the teachings of the verses and the al-Hadith to their daily lives.

PIETY (TAGWA) (Q:2:177) (Q.3:102) (Q.49:13) HADITH 18 AND 35 OF AN NAWAWI

After reading, candidates should be able to: apply the teachings of the verses and the ahadith in their daily lives.

PROHIBITION OF BRIBERY AND CORRUPTION(Q:2:188)

Candidates should focus on: 

PROHIBITION OF BRIBERY AND CORRUPTION(Q:2:188), ALCOHOL AND GAMBLING(Q.2:219) (Q.5:93-94), STEALING AND FRAUD(Q.5:41) (83:1-5), SMOKING, DRUG ABUSE AND OTHER INTOXICANTS (Q.2:172-173, 195 and 219) (Q.4:43) (Q.5:3) (Q.6:118-121) ARROGANCE (Q.31:18-19) AND EXTRAVAGANCE (Q.17:26-27) (Q.31:18-19)

After reading, candidates should be able to: use the teachings of the verses in their daily lives..

TOLERANCE, PERSEVERANCE AND PATIENCE (Q.2:153-157) (Q.3:200) (Q.103:3) HADITH 16 OF AN-NAWAWI

After reading, candidates should be able to: Interpret the teachings of the verses and the Hadith in their daily lives.

TRUST AND OBLIGATION (Q:4:58) (Q.5:1) AND PROMISES (Q.16:91)

Candidates should focus on: Hadith ‘he has (really) no faith …. Not fulfilled his promise” (Baihaqi).

After reading, candidates should be able to: demonstrate the teachings of the verses and the Hadith in their daily lives..

UNITY AND BROTHERHOOD (Q.3:103) (Q.8:46) (Q.49:10) HADITH 35 OF AN-NAWAWI

After reading, candidates should be able to: demonstrate the teachings of the verses and the Hadith in their daily lives.

ISLAMIC RELIGIOUS STUDIES BOOKS

Below are other recommended text-books for candidates who will write Islamic religious studies in UTME. The title of the books are in bold.

  1. Abdul, M.O.A. (1976) Studies in Islam Series Book 3, Lagos: IPB.
  2. Abdul, M.O.A. (1982) Studies in Islam Series Book 2, Lagos: IPB.
  3. Abdul, M.O.A. (1988) The Classical Caliphate, Lagos: IPB.
  4. Abdulrahman and Canham (n.d) The Ink of the Scholar, OUP.
  5. Ali, A.Y. (1975) The Holy Qur’an Text: Translation and Commentary Leicester: The Islamic Foundation.
  6. Ali, M.M. (Undated) The Religion of Islam, Lahore.
  7. Doi, A. R. I (1997) Shariah: The Islamic Law; Kuala Lumpur: Noordeen.
  8. Hay Lal, M. (1982) The Life of Muhammad (SAW), Academic Press.
  9. Lemu, A. (1992) Methodology of Primary Islamic Studies, Lagos: IPB.
  10. Lemu, A. (1993) Islamic Studies for SSS Book 1, Lagos: IPB.
  11. Lemu, A. (1993) Islamic Studies for SSS Books, Minna: IET.
  12. Muhammad, S. Q. (2010) al-Burhanu fi tajwidil Qur’an Cairo: Shirkatul-Qudus.
  13. Opeloye, M.O. (1996) A Dictionary of Peoples and Places in the Qur’an, Lagos: Academic Press.
  14. Philips, A. A. B. (1997) Usool at-Tafseer, Kuala Lumpur: Noordeen.
  15. Quadri, Y.A. et al (1990) Al-Iziyyah for the English Audience, Ijebu Ode: Shebiotiom Publication.
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