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JAMB Islamic Religious Studies Syllabus 2026/2027
Complete official UTME Islamic Religious Studies syllabus — all topics, sub-topics and JAMB learning objectives. Study what actually comes out, nothing extra.
3
Parts
40
Questions
JAMB Islamic Religious Studies Syllabus PDF
Official JAMB document • Free download
Part I
I
The Qur'ān and Hadīth
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1. Revelation of the Glorious Qur'ān
- Visits of the Prophet (SAW) to Cave Hira
- His reaction to the first revelation and its importance
- Different modes of revelation (Q.42:51) — inspiration behind the veil, through an angel, etc.
- Piecemeal revelation (Q.17:106; Q.25:32)
- Names and attributes of the Qur'ān
What JAMB expects you to do:
- Analyse the Prophet's (SAW) visits to Cave Hira and their purpose
- Describe the Prophet's reaction to the first revelation and its importance
- Differentiate between the modes of revelation
- Explain why the Glorious Qur'ān was revealed piecemeal
- Identify the names and attributes of the Qur'ān
2. Preservation of the Glorious Qur'ān
- Recording, compilation and standardisation of the Qur'ān
- Differences between Makkan and Madinan suwar
- The role played by the Companions of the Prophet (SAW) in the collection and compilation of the Qur'ān
What JAMB expects you to do:
- Analyse how the Glorious Qur'ān was recorded, compiled and standardised
- Differentiate between Makkan and Madinan suwar
- Evaluate the role played by the Companions of the Prophet (SAW) in the collection and compilation of the Qur'ān
3. Importance and Divine Authenticity of the Glorious Qur'ān
- Importance of the Glorious Qur'ān as a source of guidance in spiritual, moral, economic, political and socio-cultural matters
- Proof of the Divine authenticity of the Glorious Qur'ān (Q.4:82; Q.41:42)
- Uniqueness of the Glorious Qur'ān (Q.39:27; Q.17:88; Q.75:16-19)
- Divine preservation of the Glorious Qur'ān (Q.15:9)
What JAMB expects you to do:
- Examine the importance of the Glorious Qur'ān
- Evaluate the proof of the divine authenticity of the Glorious Qur'ān
- Evaluate the uniqueness of the Glorious Qur'ān
- Examine the ways by which the Glorious Qur'ān was preserved
4. Tafsīr
- Historical development of Tafsīr
- Importance of Tafsīr
- Types of Tafsīr
What JAMB expects you to do:
- Trace the origin and sources of Tafsīr
- Evaluate the importance of Tafsīr
- Compare the types of Tafsīr
5. Introduction to Tajwīd (Theory and Practice)
What JAMB expects you to do:
- Examine the meaning and importance of Tajwīd
6. Study of Suwar — Group 1 (Q.100–Q.114)
- al-Fātihah (Q.1)
- al-ʿĀdiyāt (Q.100)
- al-Qāriʿah (Q.101)
- at-Takāthur (Q.102)
- al-ʿAsr (Q.103)
- al-Humazah (Q.104)
- al-Māʿūn (Q.107)
- al-Kawthar (Q.108)
- al-Kāfirūn (Q.109)
- al-Nasr (Q.110)
- al-Masad (Q.111)
- al-Ikhlās (Q.112)
- al-Falaq (Q.113)
- an-Nās (Q.114)
What JAMB expects you to do:
- Recite with correct Tajwīd the Arabic texts of the suwar
- Translate the verses
- Deduce lessons from them
- Evaluate the teachings of the verses
7. Study of Suwar — Group 2 (Q.87–Q.99 and selected āyāt)
- al-Aʿalā (Q.87)
- ad-Duhā (Q.93)
- al-Inshirah (Q.94)
- at-Tīn (Q.95)
- al-ʿAlaq (Q.96)
- al-Qadr (Q.97)
- al-Bayyinah (Q.98)
- al-Zalzalah (Q.99)
- Āyatul-Kursiyy (Q.2:255)
- Āmanar-Rasūl (Q.2:285–286)
- Laqad jāakum (Q.9:128–129)
What JAMB expects you to do:
- Recite with correct Tajwīd the Arabic texts of the suwar
- Deduce lessons from them
- Evaluate their teachings
8. Hadīth
- History of Hadīth literature — collection from the time of the Prophet (SAW) to the period of the six authentic collectors
- Authentication of Hadīth — Isnād (Asmā'ur-rijāl), Matn
- Classification of Hadīth into Sahīh, Hassan and Daʿīf
- The relationship between Hadīth and the Glorious Qur'ān — importance, similarities and differences
- The six sound collectors of Hadīth — biographies and their works
- Muwaṭṭa and its author — biography of Imam Mālik and study of his book
- Study of the Arabic texts of an-Nawāwī's collection: Hadīths 1, 3, 5, 6, 7, 9, 10, 11, 12, 13, 15, 16, 18, 19, 21, 22, 25, 27, 34 and 41
What JAMB expects you to do:
- Evaluate the history of Hadīth from the time of the Prophet (SAW) to the period of the six authentic collectors
- Analyse the Isnād and the Matn
- Distinguish between Hadīth Sahīh, Hassan and Daʿīf
- Examine the importance of Hadīth and distinguish it from the Glorious Qur'ān
- Evaluate the biographies and works of the six sound collectors of Hadīth
- Evaluate the biography of Imam Mālik and analyse his work
- Interpret the selected ahādīth in Arabic and apply them in daily life
9. Moral Lessons in the Glorious Qur'ān and Hadīth
- General moral lessons from Sage Luqman's admonition to his son (Q.31:12–18)
- Goodness to parents (Q.17:23–24)
- Honesty (Q.2:42; Q.61:2–3)
- Prohibition of bribery and corruption (Q.2:188), alcohol and gambling (Q.2:219; Q.5:90–91), stealing and fraud (Q.5:41; Q.83:1–5), smoking, drug abuse and intoxicants, arrogance (Q.31:18–19) and extravagance (Q.17:26–27)
- Dignity of labour (Q.62:10; Q.78:11) — Hadīth from Bukhāri and Ibn Mājah
- Behaviour and modesty in dressing (Q.24:27–31; Q.33:59)
- Adultery and fornication (Q.17:32; Q.24:2), homosexuality (Q.11:77–83) and obscenity (Q.4:14–15)
- Leadership (Q.2:124) and justice (Q.4:58 and 135; Q.5:9)
- Trust and obligations (Q.4:58; Q.5:1) and promises (Q.16:91)
- Piety (Taqwā) (Q.2:177; Q.3:102; Q.49:13) — Hadīth 18 and 35 of an-Nawāwī
- Tolerance, perseverance and patience (Q.2:153–157; Q.3:200; Q.103:3) — Hadīth 16 of an-Nawāwī
- Unity and brotherhood (Q.3:103; Q.8:46; Q.49:10) — Hadīth 35 of an-Nawāwī
- Enjoining good and forbidding evil (Q.3:104 and 110; Q.16:90) — Hadīth 25 and 34 of an-Nawāwī
What JAMB expects you to do:
- Use and apply the teachings of the verses and Hadīth in daily life
- Demonstrate the moral values drawn from the Qur'ānic verses and ahādīth
- Interpret the teachings of the verses and the Hadīth and relate them to daily living
Part II
II
Tawhīd and Fiqh
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1. Faith and Tawhīd
- Tawhīd — its importance and lessons
- Kalimatush-Shahādah — meaning and importance
- The Oneness of Allah (Q.3:18; Q.2:255; Q.112:1–4)
- Servanthood and messengership of the Prophet Muhammad (SAW) (Q.3:144; Q.18:110; Q.48:29; Q.34:28)
- Universality of his message (Q.7:158; Q.34:28)
- Finality of his Prophethood (Q.33:40)
What JAMB expects you to do:
- Analyse the concepts of Tawhīd
- Evaluate the significance of Kalimatush-Shahādah
- Identify the verses dealing with the Oneness of Allah
- Explain the significance of the servanthood of the Prophet Muhammad (SAW)
- Evaluate the significance of the universality of Prophet Muhammad's message
- Examine the significance of the finality of the Prophethood of Muhammad (SAW)
2. Shirk and Incompatible Practices
- 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)
- 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 (Bidʿah) (Q.4:116) — Hadīth 5 and 28 of an-Nawāwī
What JAMB expects you to do:
- Identify what actions and beliefs constitute shirk
- Explain the implications of beliefs and actions of shirk
- Appreciate why they should avoid actions of shirk
- Identify and examine those practices that are incompatible with the Islamic principles of Tawhīd
- Shun those actions and demonstrate the teachings of the verses and ahādīth in daily life
3. Articles of Faith
- Belief in Allah — existence (Q.2:255; Q.52:35–36), attributes (Q.59:22–24), works of Allah (Q.27:59–64)
- Belief in Allah's angels (Q.2:177 and 285; Q.8:50; Q.16:2)
- His books (Q.2:253 and 285; Q.3:3)
- His Prophets: Ululazmi (Q.4:163–164)
- The Last Day: Yawm-al-Baʿth (Q.23:15–16; Q.70:4)
- Destiny — distinction between Qaḍā and Qadar (Q.2:117; Q.16:40; Q.36:82)
What JAMB expects you to do:
- Examine the significance of the articles of faith
- List the attributes of Allah and examine His works
- Explain the belief in Allah's books and identify the relevant verses
- Explain the belief in the Prophets of Allah and its significance
- Analyse the belief in the Last Day and its significance
- Evaluate the belief in destiny and its significance
4. Ibādāt and Their Types
- Good deeds (Q.3:134; Q.6:160; Q.2:177; Q.31:8; Q.103:1–3) — 26th Hadīth of an-Nawāwī
- Ṭahārah — types and importance: al-istinjā'/istijmār, al-wuḍū', at-tayammum and al-ghusl (Q.2:222; Q.5:7) — Hadīth 10 and 23 of an-Nawāwī
- Ṣalāh — importance (Q.2:45; Q.20:132; Q.29:45), description and types, things that vitiate ṣalāh
- Zakāh — types and importance (zakātul-fitr, zakātul-māl, al-anʿām and al-ḥarth) (Q.2:267; Q.9:103), collection and disbursement (Q.9:60), difference between Zakāh and sadaqah
- Sawm — types and importance (farḍ, sunnah, qaḍā and kaffārah) (Q.2:183–185), people exempted from sawm, things that vitiate sawm
- Ḥajj — importance (Q.2:158 and 197; Q.3:97; Q.22:27–28), types (Ifrād, Qirān and Tamattuʿ), essentials (Arkān al-Ḥajj), conditions for performance, differences between Ḥajj and ʿUmrah
- Jihād — concept, kinds, manner and lessons (Q.2:190–193; Q.22:39–40)
What JAMB expects you to do:
- Identify what constitutes acts of ibādah
- Distinguish between the different types of ṭahārah
- Assess the importance of ṣalāh to a Muslim's life, analyse its types and identify things that vitiate it
- Differentiate between the various types of zakāh and explain how to collect and distribute it; distinguish zakāh from sadaqah
- Compare the various types of sawm, list people exempted and explain things that vitiate fasting
- Examine the importance of Ḥajj, differentiate between types, explain the essentials and conditions, and compare Ḥajj with ʿUmrah
- Examine the concept of jihād, its types, manner of carrying it out and its lessons
5. Family Matters
- Marriage — importance (Q.16:72; Q.24:32; Q.30:20–21), prohibited categories (Q.2:221; Q.4:22–24), conditions for validity (Q.4:4; Q.4:24–25), rights and duties of spouses (Q.4:34–35; Q.65:6–7), polygamy (Q.4:3 and 129)
- Ill-treatment of wife — Iḍrār (Q.65:1–3)
- Divorce — Islamic attitude (Q.2:228; Q.4:34–35), kinds (Ṭalāq, Khulʿ, Faskh, Mubāraʿah and Liʿān) (Q.2:229–230; Q.24:6–9), Iddah — kinds, duration and importance (Q.2:228 and 234), prohibited forms of dissolution (Ilā and Ẓihār) (Q.2:226–227; Q.58:2–4), custody of children (Ḥaḍānah)
- Inheritance — importance, heirs and their shares (Q.4:7–8, 11–12 and 176)
What JAMB expects you to do:
- Analyse the importance of marriage, list prohibited categories of women and examine conditions for its validity
- Explain the rights and duties of spouses and evaluate polygamy and its significance
- Examine the ill-treatment of wife in marriage
- Analyse the Islamic attitude to divorce and examine the different kinds
- Differentiate between the various kinds of Iddah, analyse duration and significance
- Explain the prohibited forms of ending marriage
- Examine who has the right to custody of children
- Evaluate the significance of inheritance, identify categories of Qur'ānic heirs and explain the share of each
6. Sources and Schools of Islamic Law
- The four major sources — the Qur'ān, Sunnah, Ijmāʿ and Qiyās
- The four Sunni Schools of law and their founders
What JAMB expects you to do:
- Analyse the four major sources of Islamic law
- Examine the biography of the founders of Sunni schools of law
- Examine the contributions of the founders of the Sunni school of law
7. Islamic Economic System
- Islamic attitude to Ribā (Q.2:275–280; Q.3:130; Q.4:161) — 6th Hadīth of an-Nawāwī
- At-Taṭfīf (Q.83:1–6)
- Hoarding (Iḥtikār) (Q.9:34)
- Islamic sources of revenue — Zakāh, Jizyah, Kharāj and Ghanimah
- Baytul-māl as an institution of socio-economic welfare
- Differences between the Islamic economic system and the Western economic system
What JAMB expects you to do:
- Analyse the Islamic attitude to Ribā
- Relate at-Taṭfīf and its negative consequences
- Examine Iḥtikār and its implications on society
- Identify the sources of revenue in Islam and evaluate the disbursement of the revenue
- Explain the uses of Baytul-māl in the Ummah
- Differentiate between the Islamic and Western economic systems
8. Islamic Political System
- Allah as the Sovereign (Q.3:26–27)
- The concept of Shūrā (consultation) (Q.3:159; Q.42:38)
- The concept of ʿAdālah (justice) (Q.5:9; Q.4:58 and 135) and Masʾūlīyah (accountability) (Q.17:36; Q.102:8)
- The rights of non-Muslims in an Islamic state (Q.2:256; Q.6:108)
- Differences between the Islamic political system and the Western political system
What JAMB expects you to do:
- Analyse the concept of Allah's sovereignty
- Examine the concept of Shūrā in Islam
- Evaluate the concept of justice and accountability
- Examine the rights of non-Muslims in an Islamic state
- Differentiate between the Islamic and Western political systems
Part III
III
Islamic History and Civilization
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1. Pre-Islamic Arabia (Jāhiliyyah)
- Jāhiliyyah practices — idol worship, infanticide, polyandry, gambling, usury, etc.
- Islamic reforms
What JAMB expects you to do:
- Distinguish the different types of practices common to the Arabs of al-Jāhiliyyah
- Trace the reforms brought about by Islam to the Jāhiliyyah practices
2. The Life of Prophet Muhammad (SAW)
- His birth and early life
- His call to Prophethood
- His Daʿwah in Makkah and Madinah
- The Hijrah
- His administration of the Ummah in Madinah
- The battles of Badr, Uhud and Khandaq — causes and effects
- The Treaty of al-Hudaybiyyah and the Conquest of Makkah
- Ḥijjatul-wadāʿ (the farewell pilgrimage) — sermon and lessons
- Qualities of Muhammad (SAW) and lessons learnt from them
What JAMB expects you to do:
- Account for the birth and early life of the Prophet Muhammad (SAW)
- Provide evidence for the call of Muhammad (SAW) to Prophethood
- Analyse the Daʿwah activities of the Prophet Muhammad (SAW) in Makkah and Madinah
- Account for the Hijrah of the Prophet Muhammad (SAW)
- Analyse the administration of the Muslim Ummah in Madinah
- Account for the causes and effects of the battles of Badr, Uhud and Khandaq
- Trace the circumstances leading to the Treaty of Hudaybiyya and account for the Conquest of Makkah
- Examine the farewell pilgrimage and its lessons
- Analyse the qualities of Muhammad (SAW) and their relevance to the life of a Muslim
3. The Rightly Guided Caliphs (al-Khulafāʾ ar-Rāshidūn)
- Lives and contributions of the four Rightly Guided Caliphs
What JAMB expects you to do:
- Trace the biographies of the four Rightly Guided Caliphs
- Evaluate their contributions to the development of Islam
4. Early Contact of Islam with Africa
- Hijrah to Abyssinia
- The spread of Islam to Egypt
- The role of traders, teachers, preachers, Murābiṭūn, Sufi orders and Mujaddidūn in the spread of Islam in West Africa
What JAMB expects you to do:
- Evaluate the circumstances leading to the Hijrah to Abyssinia
- Give reasons for the spread of Islam in Egypt
- Account for the roles of traders, teachers, preachers, Murābiṭūn, Sufi orders and Mujaddidūn in spreading Islam in West Africa
5. The Impact of Islam in West Africa
- The influence of Islam on the socio-political life of West African Empires — Ghana, Mali, Songhai and Borno
- The impact of Islam on the economic life of Timbuktu, Kano and Borno
What JAMB expects you to do:
- Analyse the influence of Islam on the socio-political system of some West African states
- Evaluate the impact of Islam on the economic life of Timbuktu, Kano and Borno
6. Contributions of Islam to Education
- Aims and objectives of Islamic Education
- The Glorious Qur'ān and Hadīth on Education (Q.96:1–5; Q.39:9) — relevant ahādīth from Ibn Mājah and Tirmidhī
- Intellectual activities of Islam in West Africa — development of written history in Arabic and the establishment of Sankore University
- Intellectual activities of Ahmad Baba of Timbuktu, Sheikh al-Maghīlī, Sheikh Usman Danfodio, Sultan Muhammad Bello and Ibn Battuta
- Islamic Education Institutions — House of Wisdom in Baghdad, al-Azhar University in Cairo and Niẓāmiyyah University in Baghdad
- Contributions of Ibn Sīnā, al-Ghazālī, Ibn Rushd, ar-Rāzī and Ibn Khaldūn to education
What JAMB expects you to do:
- Explain the aims and objectives of Islamic Education
- Assess the position of the Glorious Qur'ān and Hadīth in education and examine the importance of seeking knowledge in Islam
- Analyse the intellectual activities of Islam in West Africa
- Assess the contributions of Sheikh al-Maghīlī, Sheikh Uthman Dan Fodio, Sultan Muhammad Bello and Ibn Battuta to education
- Account for the development of intellectual centres in Baghdad and Cairo
- Examine the contributions of Ibn Sīnā to Medicine, al-Ghazālī to Islamic education, Ibn Rushd to philosophy and fiqh, ar-Rāzī to philosophy, and Ibn Khaldūn to modern sociology and historiography
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Now Practice JAMB Islamic Religious Studies Past Questions
Reading the syllabus is step one. The fastest way to score high is to practice real past questions from every year — with instant answers and explanations.
Practice Islamic Religious Studies Past Questions →📚 JAMB Recommended Textbooks
These are the official books listed by JAMB for Islamic Religious Studies preparation:
📖 Abdul, M. O. A. (1976) — Studies in Islam Series Book 3, IPB
📖 Abdul, M. O. A. (1982) — Studies in Islam Series Book 2, IPB
📖 Abdul, M. O. A. (1988) — The Classical Caliphate, IPB
📖 Abdulrahman & Canham (n.d.) — The Ink of the Scholar, OUP
📖 Ali, A. Y. (1975) — The Holy Qur'ān Text: Translation and Commentary, The Islamic Foundation
📖 Ali, M. M. (n.d.) — The Religion of Islam
📖 Doi, A. R. I. (1997) — Shariah: The Islamic Law, Noordeen
📖 Hay Lal, M. (1982) — The Life of Muhammad (SAW), Academic Press
📖 Lemu, A. (1992) — Methodology of Primary Islamic Studies, IPB
📖 Lemu, A. (1993) — Islamic Studies for SSS, Books 1 & 2, IPB/IET
📖 Muhammad, S. Q. (2010) — al-Burhānu fī Tajwīdil Qur'ān, Shirkatul-Qudus
📖 Opeloye, M. O. (1996) — A Dictionary of Peoples and Places in the Qur'ān, Academic Press
📖 Philips, A. A. B. (1997) — Usool at-Tafseer, Noordeen
📖 Quadri, Y. A. et al. (1990) — Al-Iziyyah for the English Audience, Shebiotiuom Publication
📖 Rahim, A. (1992) — Islamic History, IPB
📖 Sambo, M. B. et al. (1984) — Islamic Religious Knowledge for WASC Books 1 & 3, IPB
📖 Trimingham, J. S. (1993) — A History of Islam in West Africa, OUP
Common Questions 🤔
JAMB Islamic Religious Studies is divided into three parts: Part I (The Qur'ān and Hadīth), Part II (Tawhīd and Fiqh), and Part III (Islamic History and Civilization). Together they cover Qur'ānic studies, Islamic law and worship, and the history of Islam from the Prophet's time to West Africa.
JAMB sets 40 questions in Islamic Religious Studies. The questions are drawn from all three parts — Qur'ān & Hadīth, Tawhīd & Fiqh, and Islamic History & Civilization — testing recitation knowledge, legal rulings, moral values and historical events.
JAMB requires knowledge of two groups of suwar. Group 1 includes al-Fātihah and suwar Q.100–Q.114. Group 2 covers suwar Q.87–Q.99 and selected āyāt: Āyatul-Kursiyy (Q.2:255), Āmanar-Rasūl (Q.2:285–286) and Laqad jāakum (Q.9:128–129). Candidates must be able to recite, translate and draw lessons from all of them.
Part I (Qur'ān and Hadīth) and Part II (Tawhīd and Fiqh) are the most heavily tested. Within these, the articles of faith, ibādāt (ṣalāh, zakāh, sawm, ḥajj), moral lessons from the Qur'ān, and the authentication and classification of Hadīth are particularly consistent focus areas.
Makkan suwar were revealed before the Hijrah and generally focus on Tawhīd, the Day of Judgement, and stories of past prophets. Madinan suwar were revealed after the Hijrah and tend to address legislation, social conduct, family law and relations with non-Muslims. JAMB tests candidates' ability to differentiate between the two.
The three-part structure — Qur'ān & Hadīth, Tawhīd & Fiqh, and Islamic History & Civilization — has been stable for several years. The selected suwar and ahādīth remain unchanged. Practise past questions from 2023 onwards to stay current with JAMB's question style.