JAMB Islamic Studies Syllabus

The complete JAMB UTME Islamic Studies syllabus for the 2026/2027 session — every section and topic straight from the official JAMB syllabus, plus how the paper is set, how to study it, and answers to the questions candidates ask most.

Subject overview

The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Islamic Studies is to prepare the candidates for the Board’s examination. It is designed to test their achievement of the course objectives, which are to:

40
questions in Islamic Studies
100
marks (of 400 total)

Official syllabus Content is taken from the official JAMB UTME syllabus (IBASS). Last checked: 17 Sept 2026. Always confirm at jamb.gov.ng.

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General objectives

The Islamic Studies syllabus is designed to test candidates' ability to:

  • ISLAMIC RELIGIOUS STUDIES
  • 1. master the Qur’ān and Sunnah as foundations of Islamic and social life
  • 2. be familiar with Islamic heritage, culture and civilization
  • 3. be acquainted with the tradition of Islamic scholarship and intellectual discourse
  • 4. demonstrate knowledge of Islamic moral, spiritual, economic, political and social values
  • 5. be exposed to the fundamental principles of Islam; and
  • 6. be prepared to face the challenges of life as good practising Muslims

How this paper is examined

JAMB Islamic Studies is a Computer-Based Test of 40 multiple-choice questions worth 100 marks. There is no negative marking, so attempt every question. It is examined alongside Use of English and two other subjects, for 180 questions in two hours overall.

How to use this syllabus: don't just read it — turn each topic into a checklist. Study a topic, then immediately practise questions on it so the knowledge sticks. Give extra time to the sections that carry the most topics, and revisit weak areas with timed practice as the exam approaches.

Topics & recommended order

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2. Tafsīr

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5. Hadīth

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Full Islamic Studies syllabus

Every topic below is from the official JAMB syllabus, with its contents and the objectives you should be able to meet. Study a topic, then use its objectives as a checklist.

1. Revelation of the Glorious Qur’ān

Contents

  • 1. Revelation of the Glorious Qur’ān
  • (i) Visits of the Prophet (SAW) to Cave Hira
  • (ii) His reaction to the first revelation and its importance
  • (iii) Different modes of revelation (Q.42:51): inspiration behind the veil, through an angel, etc
  • (iv) Piecemeal revelation (Q.17:106) (Q.25:32)
  • (v) Names and attributes of the Qur’ān 1b. Preservation of the Glorious Qur’ān
  • (i) Recording, compilation and (i standardization of the Qur’ān
  • (ii) Differences between Makkah and (i Madinan suwar
  • (iii) The role played by the Companions (i of the Prophet (SAW) on the collection and compilation of the Qur’ān
  • 1c. Importance of the Glorious Qur’ān (i as a source of guidance in spiritual, moral, economic, political and socio-cultural matters
  • 1d. Divine authenticity of the Glorious Qur’ān (
  • (i) Proof of the Divine authenticity of the Glorious Qur’ān (Q.4:82) (Q.41:42) (i
  • (ii) Uniqueness of the Glorious Qur’ān (Q.39:27) (Q.17:88) (Q.75:16-19)
  • (iii) Divine preservation of the Glorious Qur’ān (i (Q.15:9)

Objectives — candidates should be able to:

  1. (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’ān was revealed piecemeal. (v) identify the names and attributes of Qur’ān Islamic Religious Studies
  2. Analyse how the Glorious Qur’ān was recorded, compiled and standardized
  3. Differentiate between Makkan and Madinan suwar
  4. Evaluate the role played by the companions of the Prophet (SAW) on the collection and compilation of the Qur’ān
  5. Examine the importance of the Glorious Qur’ān
  6. Evaluate the proof of the divine authenticity of the Glorious Qur’ān
  7. Evaluate the uniqueness of the Glorious Qur’ān
  8. Examine the ways by which the Glorious Qur’ān was preserved

2. Tafsīr

Contents

  • 2. Tafsīr
  • (i) Historical development of Tafsīr
  • (ii) Importance of Tafsīr
  • (iii) Types of Tafsīr

Objectives — candidates should be able to:

  1. (i) trace the origin and sources of Tafsīr; (ii) evaluate the importance of Tafsīr (iii) compare the types of Tafsīr

3. Introduction to Tajwīd (Theory and

Contents

  • 3. Introduction to Tajwīd (Theory and Practice

Objectives — candidates should be able to:

  1. (i) examine the meaning and importance of Tajwīd

4. Study of the Arabic text of the following

Contents

  • 4. Study of the Arabic text of the following suwar/ayats with tajwīd
  • (a) al-Fātihah (Q.1)
  • (b) al –cĀdiyāt (Q.100)
  • (c) al –Qari’cah (Q.101)
  • (d) at -Takāthur (Q.102)
  • (e) al –cAsr ((Q.103)
  • (f) al -Humazah (Q.104)
  • (g) al -Mācūn ((Q.107
  • (h) al -Kawthar (Q.108)
  • (i) al – Kāfirūn (Q. 109)
  • (j) al- Nasr (Q. 110)
  • (k) al -Masad ((Q.111)
  • (l) al -Ikhlās (Q.112)
  • (m) al -Falaq ((Q.113)
  • (n) an-Nās (Q.114)

Objectives — candidates should be able to:

  1. (i) recite with correct tajwīd the Arabic texts of the suwar; (ii) translate the verses; (iii) deduce lessons from them; (iv) evaluate the teachings of the verses. Islamic Religious Studies

5. Hadīth

Contents

  • 6. Hadīth
  • (a) History of Hadīth literature - Collection of Hadīth from the time of the Prophet (SAW) to the period of the six authentic collectors of Hadīth
  • (b) Authentication of Hadīth
  • (i) Isnād (Asma’ur-rijāl)
  • (ii) Matn
  • (iii) Classification of Hadīth into Sahīh Hassan and Dacīf
  • (c) The relationship between Hadīth and the C Glorious Qur’ān
  • (i) The importance of Hadīth
  • (ii) The similarities and differences between Hadīth and the Glorious Qur’ān
  • (d) The six sound collectors of Hadīth – biographies and their works
  • (e) Muwatta and its author – The biography of Imam Malik and the study of his book
  • (f) The study of the Arabic texts of the following ahādīth from an-Nawāwi’s collection: 1,3,5,6,7,9,10,11,12,13,15,16, 18,19,21, 22,25,27,34, and 41

Objectives — candidates should be able to:

  1. (i) evaluate the history of Hadīth from the time of the Prophet (SAW) to the period of six authentic collectors. (ii) analyse the Isnād; (iii) analyse the Matn; (iv) distinguish between Hadīth Sahīh, Hassan and dacīf. Islamic Religious Studies andidates should be able to: (i) examine the importance of Hadīth; (ii) distinguish between Hadīth and the Glorious Qur’ān. (i) evaluate their biographies and works (i) evaluate his biography; (ii) analyse his work. (i) interpret the ahādīth in Arabic (ii) apply them in their daily lives

6. Moral lessons in the Glorious Qur’ān and

Contents

  • 7. Moral lessons in the Glorious Qur’ān and Hadīth
  • (a) General moral lessons contained in the admonition of Sage Luqman to his son (Q.31:12-18)
  • (b) Goodness to parents (Q.17:23-24)
  • (c) Honesty (Q.2:42) (Q.61:2-3)
  • (d) Prohibition of bribery and corruption (Q: 2:188), alcohol and gambling (Q.2:219) (Q.5:90-91), 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)
  • (e) Dignity of labour (Q.62:10) (Q.78:11) Hadīth from Bukhari and Ibn Majah: “that one of you takes his rope…….” “never has anyone of you eaten……”
  • (f) Behaviour and modesty in dressing (Q.24:27-31) (Q.33:59)
  • (g) Adultery and fornication (Q.17:32) (Q.24:2), homosexuality (Q.11:77-83) and obscenity (Q:4:14-15) Hadīth – “No one of you should meet a woman privately …… “Bukhari
  • (h) Leadership (Q.2:124) and justice (Q.4:58 and 135) (Q.5:9) Hadīth – ‘take care everyone of you is a governor …
  • concerning his subjects” (al-Bukhari and others)
  • (i) Trust and obligations (Q:4:58) (Q.5:1) and promises (Q.16:91) Hadīth ‘he has (really) no faith …. Not fulfilled his promise” (Baihaqi)
  • (j) Piety (Taqwa) (Q: 2:177) (Q.3:102) (Q.49:13) Hadīth 18 and 35 of an Nawāwī
  • (k) Tolerance, perseverance and patience (Q.2:153-157) (Q.3:200) (Q.103:3) Hadīth 16 of an-Nawāwī
  • (l) Unity and brotherhood (Q.3:103) (Q.8:46) (Q.49:10) Hadīth 35 of an- Nawawi
  • (m) Enjoining what is good and forbidding what is wrong (Q.3:104 and 110) (Q.16:90) Hādīth 25 and 34 of an Nawāwī

Objectives — candidates should be able to:

  1. (i) use the teachings of the verses in their daily lives; (i) apply the teachings of the verses to their daily lives; (i) demonstrate the teachings of the verses in their daily lives. (i) use the teachings of the verses in their daily lives (i) apply the teachings of the verses in their daily lives. Islamic Religious Studies (i) demonstrate the teachings of the verses in their daily lives. (i) apply the teachings of the verses in their daily lives. (i) apply the teachings of the verses and the Hadīth to their daily lives. (i) demonstrate the teachings of the verses and the Hadīth in their daily lives. (i) apply the teachings of the verses and the ahadīth in their daily lives. (i) Interpret the teachings of the verses and the Hadīth in their daily lives. (i) demonstrate the teachings of the verses and the Hadīth in their daily lives. (i) apply the teachings of the verses and the ahadīth in their daily lives

7. PART II: TAWHĪD AND FIQH

Contents

  • 8. PART II: TAWHĪD AND FIQH
  • (a) Faith
  • (i) Tawhīd Its importance and lessons
  • (b) Kalimatush-Shahadah
  • (i) Its meaning and importance
  • (ii) The Oneness of Allah as contained in the following verses: (Q.3:18) 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)
  • (c) Shirk
  • (i) Beliefs which are incompatible with the Islamic principles of Tawhīd: - 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)
  • (d) General practices which are incompatible with Islamic principles of Tawhīd: - 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 Hadīth 5 and 28 of an- Nawāwī

Objectives — candidates should be able to:

  1. (i) analyse the concepts of Tawhīd (i) evaluate the significance of kalimatush- shahadah; Islamic Religious Studies (ii) identify the verses dealing with the Oneness of Allah. (i) explain the significance of the servanthood of the Prophet Muhammad (SAW); (i) evaluate the significance of the universality of Prophet Muhammad’s message; (i) examine the significance of the finality of the Prophethood of Muhammad (SAW). (i) identify what actions and beliefs constitute shirk; (ii) explain the implications of beliefs and actions of shirk; (iii) appreciate why they should avoid actions of shirk. (i) identify those practices that are incompatible with the Islamic principles of Tawhīd; (ii) examine those practices that are incompatible with Tawhīd; (iii) shun off those actions; (iv) demonstrate the teachings of the verses and the ahadīth in their daily lives. Islamic Religious Studies

8. Articles of faith

Contents

  • 9. Articles of faith
  • (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-Bacth (Q.23:15-16) (Q.70:4)
  • (f) Destiny: distinction between Qada and Qadar (Q.2:117) (Q.16:40) (Q.36:82)

Objectives — candidates should be able to:

  1. (i) examine the significance of the articles of faith; (ii) list the attributes of Allah; (iii) examine the works of Allah; (iv) explain the belief in Allah’s books; (v) identify the verses on Allah’s books; (vi) explain 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

9. Ibadat and their types

Contents

  • 10. Ibadat and their types
  • (a) Good deeds (Q.3:134) (Q.6:160) (Q.2:177) (Q.31:8) (Q.103:1-3) 26th Hadīth of an- Nawāwī
  • (b) Taharah, its types and importance (al- istinja’/istijmar, alwudu’, at-tayammum a al-ghusl (Q.2:222) (Q.5:7) Hadīth 10 and of an-Nawāwī
  • (c) Salah
  • (i) Importance: (Q.2:45) (Q.20:132) (Q.29:45) and Hadīth 23rd of an- Nawāwī
  • (ii) Description and types of salah
  • (iii) Things that vitiate salah
  • (d) Zakah
  • (i) Its types and importance (zakatul-fit zakatul mal, al-an-am and al-harth (Q.2:267) (Q.9:103) 3rd Hadīth of a Nawāwī
  • (ii) Collection and disbursement (Q.9:60)
  • (iii) Difference between Zakah and sadaqah
  • (e) Sawm
  • (i) Its types and importance (fard, sun qada and kaffarah) (Q.2:183-185) Hadīth of an-Nawāwī
  • (ii) People exempted from sawm
  • (iii) Things that vitiate sawm
  • (f) Hajj
  • (i) Its importance (Q.2:158 and 197) (Q.3:97) (Q.22:27-28)
  • (ii) Type (Ifrad, Qirān and Tamattuc)
  • (iii) Essentials of Hajj (Arkan al Hajj
  • (v) Conditions for the performance of H
  • (iv) Differences between Hajj and Umrah
  • (g) Jihad: Concept, kinds, manner and Lessons (Q.2:190-193) (Q.22:39-40)

Objectives — candidates should be able to:

  1. (i) identity what constitutes acts of ibadah; (ii) distinguish between the different types of nd taharah; (i) assess the importance of salah to a Muslim’s life; (ii) analyse different types of salah; (iii) identify things that vitiate salah. Islamic Religious Studies r, (i) differentiate between the various types of zakkah and the time of giving them out; n- (ii) explain how to collect and distribute zakah; (iii) distinguish between zakah and sadaqah. nah, (i) compare the various types of sawm; 3rd (ii) list the people who are exempted from fasting; (iii) explain things that vitiate fasting. (i) examine the importance of Hajj; (ii) differentiate between the types of Hajj; (iii) explain the essentials of Hajj
  2. (iv) evaluate the conditions for performance of ajj Hajj; (v) differentiate between Hajj and Umrah. (i) examine the concepts of jihad and its type; (ii) evaluate the manner of carrying out jihad and its lessons

10. Family Matters

Contents

  • 11. Family Matters
  • (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)
  • (c) Divorce
  • (i) Attitude of Islam to divorce (Q.2:228) (Q.4:34-35) Hadīth “of all things lawful … most hateful to Allah.” (Abu Daud 15:3)
  • (ii) Kinds (Talaq, Khul; Faskh, Mubara’ah and Licān) (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)
  • (d) Inheritance
  • (i) Its importance
  • (ii) Heirs and their shares (Q.4:7-8, 11-12 and 176)

Objectives — candidates should be able to:

  1. (i) analyse the importance of marriage; (ii) list the category of women prohibited to a man to marry; (iii) examine the conditions for validity of marriage; (iv) explain the rights and duties of the spouse; (vi) evaluate polygamy and its significance. (i) examine the ill-treatment of wife in marriage Islamic Religious Studies (i) analyse the attitude of Islam to divorce. (i) examine the different kinds of divorce; (i) differentiate between the various kinds of iddah; (ii) analyse its duration and significance. (i) explain the prohibited forms of ending marriage. (i) examine who has the right to custody of children. (i) evaluate the significance of inheritance. (i) identify the categories of the Qur’ānic heirs; (ii) explain the share of each heir

11. Sources and Schools of Law

Contents

  • 12. Sources and Schools of Law
  • (i) The four major sources (the Qur’ān, Sunnah, Ijmac and Qiyās)
  • (ii) The four Sunni Schools of law and their founders

Objectives — candidates should be able to:

  1. (i) analyse the four major sources of Islamic law; (ii) examine the biography of the founders of sunni schools of law; (iii) examine contributions of the founders of the sunni school of law

12. Islamic Economic System

Contents

  • 13. Islamic Economic System
  • (i) Islamic attitude to Riba (Q.2:275-280) (Q.3:130) (Q.4:161) Hadīth 6th of an- Nawāwī
  • (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

Objectives — candidates should be able to:

  1. (i) analyse Islamic attitude to Riba; (i) relate at-tatfif and its negative consequences; Islamic Religious Studies (i) examine ihtikar and its implications on society. (i) identify the sources of revenue in Islam; (ii) evaluate the disbursement of the revenue. (i) explain the uses of baitul-mal in the Ummah. (i) differentiate between the Islamic and Western economic systems

13. Islamic Political System

Contents

  • 14. Islamic Political System
  • (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.4:58 and 135) and Mas’uliyah (accountability) (Q.17:36) (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
  • PART III: ISLAMIC HISTORY AND CIVILIZATION

Objectives — candidates should be able to:

  1. (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

14. Pre-Islamic Arabia (Jahiliyyah)

Contents

  • 15. Pre-Islamic Arabia (Jahiliyyah)
  • (i) Jahiliyyah practices: idol worship, infancticide, polyandry, gambling, usury, etc
  • (ii) Islamic reforms

Objectives — candidates should be able to:

  1. (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

15. The Life of Prophet Muhammad (SAW)

Contents

  • 16. The Life of Prophet Muhammad (SAW)
  • (i) His birth and early life
  • (ii) His call to Prophethood
  • (iii) His Dacwah in Makkah and Madinah
  • (iv) The Hjrah
  • (v) His administration of the Ummah in Madinah
  • (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

Objectives — candidates should be able to:

  1. (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 Dacwah activities of the Prophet Muhammad (SAW) to Madinah; Islamic Religious Studies (i) account for the Hijrah of the Prophet Muhammad (SAW) in Makkah and Madinah. (i) analyse the administration of the Muslim Ummah in Madinah. (i) account for the causes and effects of the battles of Badr, Uhud and Khandaq; (i) trace the circumstances leading to the formulation of the Treaty of Hudaibiyya; (ii) account for the Conquest of Makkah; (i) examine the farewell pilgrimage of the Prophet and its lessons; (i) analyse the qualities of Muhammad (SAW) their relevance to the life of a Muslim

16. The Rightly Guided Caliphs (al-Khulafa’u

Contents

  • 17. The Rightly Guided Caliphs (al-Khulafa’u rashidun) – the lives and contributions of the four Rightly Guided Caliphs

Objectives — candidates should be able to:

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

17. Early contact of Islam with Africa

Contents

  • 18. Early contact of Islam with Africa
  • (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

Objectives — candidates should be able to:

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

18. The Impact of Islam in West Africa

Contents

  • 19. The Impact of Islam in West Africa
  • (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

Objectives — candidates should be able to:

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

19. Contributions of Islam to Education

Contents

  • 20. Contributions of Islam to Education
  • (i) The aims and objectives of Islamic Education
  • (ii) The Glorious Qur’ān and Hadīth on Education (Q.96:1-5) (Q.39:9)
  • (i) “The search for knowledge is obligatory on every Muslim” (Ibn Majah)
  • (ii) “Seek knowledge from the cradle to the grave”
  • (iii) “The words of wisdom are a lost property of the believer … a better right to it…. “(Tirmidhi)
  • (iii) Intellectual activities of Islam in West Africa (development of written history in Arabic and the establishment of Sankore University)
  • (iv) Intellectual activities of Ahmad Baba of Timbuktu, Sheikh al-Maghili, Sheikh Usman Danfodio, Sultan Muhammad Bello and Ibn Battuta
  • (vi) Islamic Education Institutions: House of Wisdom in Baghdad, al-Azhar University in Cairo and Nizamiyyah University in Baghdad
  • (vi) The lives and contributions of Ibn Sina, Al-Ghazali, Ibn Rushd, ar-Razi and Ibn Khaldun to education

Objectives — candidates should be able to:

  1. (i) explain the aims and objectives of Islamic Education; (i) assess the position of the Glorious Qur’ān and Hadīth in education; (ii) examine the importance of seeking knowledge in Islam; (i) analyse the intellectual activities of Islam in West Africa. (i) assess the contributions of Sheikh al-Maghili, Sheikh Uthman Dan Fodio, Sultan Muhammad Bello and Ibn Battuta to education; (i) account for the development of intellectual centres in Baghdad and Cairo; (i) examine the contributions of Ibn Sina to the development of Medicine; (ii) assess al-Ghazali’s contribution to Islamic education; (iii) analyse Ibn Rushd’s contribution to philosophy and fiqh; (iv) assess ar-Razi’s contribution to philosophy; (v) analyse Ibn Khaldun’s contribution to modern sociology and method of writing history. Islamic Religious Studies IPB IPB entary Leicester: The Islamic Foundation : Noordeen ss os: IPB Shirkatul-Qudus the Qur’ān, Lagos: Academic Press ordeen ce, Ijebu Ode: Shebiotiuom Publication SC Book 1, Lagos: IPB SC Book 3, Lagos: IPB Oxford, OUP

Recommended texts for JAMB Islamic Studies

These are the recommended textbooks listed in the official JAMB Islamic Studies syllabus. You do not need every book — one solid, complete text that follows the syllabus, paired with past-question practice, is enough.

  • Abdul, M.O.A. (1976) Studies in Islam Series Book 3, Lagos: IPB
  • Abdul, M.O.A. (1982) Studies in Islam Series Book 2, Lagos: IPB
  • Abdul, M.O.A. (1988)The Classical Caliphate, Lagos: IPB Abdulrahman and Canham (n.d) The Ink of the Scholar, OUP
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Frequently asked questions

What is the JAMB Islamic Studies syllabus for 2026/2027?

The JAMB Islamic Studies syllabus for the 2026/2027 UTME is the official document that lists every topic, objective and recommended text you will be examined on. It covers the Qur'an and Hadith; Tawhid (theology); Fiqh (Islamic law and practice); and Islamic history and civilisation. Every question in the Islamic Studies paper is drawn from this syllabus, so studying any topic outside it is a waste of time. The complete, up-to-date syllabus is reproduced in full on this page.

What are the areas of concentration for JAMB Islamic Studies?

The areas of concentration are the sections and high-frequency topics the UTME focuses on. Know the referenced Qur'anic passages and Hadith, the pillars of Islam and Iman, and key events in Islamic history — understand meanings and applications, not just names. Concentrate your revision on these areas first, then cover the rest of the syllabus — and practise past-question-style questions on each area so you recognise how they are tested.

How many questions does JAMB set in Islamic Studies?

JAMB sets 40 multiple-choice questions in Islamic Studies, worth 100 marks. Only Use of English has more (60 questions). Across your four subjects the UTME totals 180 questions and 400 marks.

How long is the JAMB exam and how much time per Islamic Studies question?

The whole UTME lasts two hours (120 minutes) for all four subjects combined — roughly 40 seconds per question. Answer the questions you know quickly, flag the harder ones, and return to them. There is no negative marking, so never leave any question unanswered.

Is Islamic Studies compulsory in JAMB?

Use of English is the only universally compulsory subject, but Islamic Studies is accepted for Arabic and Islamic Studies, Law, Religious Studies and many arts courses.

What are the hot topics or most repeated topics in JAMB Islamic Studies?

While JAMB does not publish a 'hot topics' list, the syllabus changes little year to year, so the same high-frequency topics recur. Know the referenced Qur'anic passages and Hadith, the pillars of Islam and Iman, and key events in Islamic history — understand meanings and applications, not just names. Studying strictly by the syllabus and practising many questions per topic is the reliable way to prepare — never rely on 'expo' or leaked questions, which are scams and can cost you your result.

What are the recommended textbooks for JAMB Islamic Studies?

The official syllabus recommends standard texts: the Qur'an with translation and a recommended SSS Islamic Studies textbook. You do not need every book — one complete, syllabus-aligned textbook plus consistent past-question practice is enough. See the full recommended-texts list below.

Can I download the JAMB Islamic Studies syllabus PDF for free?

JAMB publishes the official syllabus free on the IBASS portal at jamb.gov.ng (Quick Links → Syllabus System). Rather than a static PDF, this page reproduces the complete Islamic Studies syllabus for 2026/2027 — every section, topic and recommended text — so you can study it on any phone, with progress tracking and practice built in. Always confirm the current syllabus on the official portal.

Does the JAMB Islamic Studies syllabus change every year?

No — the core topics stay largely the same from year to year because the subject content does not change. The only occasional changes are to prescribed texts in a few subjects. Always check the official syllabus at the start of your preparation to confirm nothing in your subjects has been updated.

Is there negative marking in JAMB Islamic Studies?

No. JAMB does not use negative marking, so a wrong answer simply scores zero — there is no penalty. This means you should attempt every one of the 40 questions, even where you have to make an educated guess near the end of the time.

How do I study the JAMB Islamic Studies syllabus effectively?

Turn the syllabus into a checklist: study one topic, then immediately practise questions on it so it sticks; give the most time to the areas of concentration that carry the most topics; use one recommended textbook rather than many; and practise past-question-style questions under timed conditions to build speed. Track each topic on this page from Not started to Mastered so you always know what is left.

How can I practise JAMB Islamic Studies questions on Belmadeng?

Belmadeng offers free, timed CBT practice with worked explanations. Study a topic here, then test yourself — your weak topics are highlighted afterwards so you know exactly what to revise. Explore CBT practice to prepare the way the real Computer-Based Test works.

Source: official JAMB UTME Islamic Studies syllabus (IBASS, jamb.gov.ng). Reproduced for study use. Last checked: 17 Sept 2026. Belmadeng is not affiliated with JAMB — always confirm the current syllabus on the official portal.

Courses that require Islamic Studies in JAMB

Islamic Studies is part of the UTME subject combination for 3+ popular courses. If you’re studying Islamic Studies, these are the courses it can lead to:

Commonly required for

Also accepted for (as an optional subject)

Requirements vary by institution — always confirm your exact course in the subject combinations hub and the official JAMB brochure.

Candidates studying Islamic Studies often study these subjects alongside it. Each links to its full official syllabus and free CBT practice:

← All subjects