SPATIAL PATTERN OF SANGAYA SCHOOLS IN MUBI, ADAMAWA STATE

This study examines the spatial pattern of Tsangaya (Qur'anic) schools in Mubi, Adamawa State, Nigeria, to assess the physical planning implications. The research utilized a mixed-method approach, combining primary and secondary data. Geographic coordinates of twenty (20) Tsangaya schools were captured using a GPS receiver (Garmin GPSMAP 78S). Key spatial features such as site and situation, living area per student, floor area, and site coverage were assessed. Building and environmental characteristics, including building type, facilities, sanitation, and waste disposal, were also evaluated. Structured interviews were conducted with pupils and heads (Malams) of the sampled schools. The findings reveal that the Tsangaya schools are spatially unorganized, with siting that does not adhere to planning standards. Activity points within school premises are haphazardly located, and space use, structures, and sanitary conditions fall below minimum requirements. The Nearest Neighbour Analysis (Rn = 1.28, z-score = 2.36) indicates a statistically significant dispersed spatial pattern. The study concludes that effective integration of the Tsangaya system into urban planning requires understanding its spatial dimensions and developing specific space standards. It recommends a synergistic approach between system operators and policymakers to address these challenges.