FACTORS MILITATING AGAINST PROPER TEACHING AND LEARNING OF LITERATURE-IN-ENGLISH IN SENIOR SECONDARY SCHOOLS
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FACTORS
MILITATING AGAINST PROPER TEACHING AND LEARNING OF LITERATURE-IN-ENGLISH IN
SENIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
Background
Of The Study
Literature
in English is an academic discipline today in schools and universities. It owes
its heritage to ancient times. Its sources rise out of inherent nature of man.
It is variations reflect the social, political, religious, cultural and
environmental changes of ages, and it’s objectives demonstrate the dominant
ideas, events, concepts, beliefs as well as time and space in the society. The
contemporary society who are the inhabitant of both oral and written literature
held allegiance to the African traditional society who started it orally. Olehi
(2005) started that education can be more benefit when it takes wit literature
in English as its bedrock, because it deals with human inner most feelings.
Abola (2004) has it that our traditional literatures with which people are
informed and the modern African literature are no times distinct literature,
cannot be transformed into something or somebody else but into something or
somebody new. This shows that our traditional literature mould us while the
modern literature modernized us. Literature has a vital role it plays to
individual and the society. It should not be taken for granted.
Writers
renew, expand and update language by discarding awkward and out dated syntactic
structure and new grammatical forms of structure just as literature in English
structure individual feeling, emotion as a vehicle for culture transmission and
preservation. It performs the functions of preserving and propagating culture
as stated by Oko (2004). The cultural values of a people are encoded in their
literature. This call the attention of teacher of literature to make these
plausible functions realizable by cultivating and stimulating positive students
attitude towards literature. Many educationists are deeply concerned with
improving the standard of literature in English.
Muouat
(2002), Obah (2001), Elpa (2005) Udondata (1994) and Eka (1991) confirm the
poor attitude and performance of students in literature in English at all
levels.
The Nigerian
government after the attainment of independence and with the wave of Western
ideologies saw a great need of making literature in English a discipline in
school curriculum. This was done not only to educate but to propagate the
cultural heritage of the country. In achieving this, the curriculum was
designed personnel were trained, school building erected and learners were
grouped according to age ability. Teaching and learning materials were made
available to the school. Ibli (1994). Proper orientation and counselling were
done. Teachers recruited into schools were not only qualified but also very
conscientious and dedicated in the discharge of their legitimate duties. All
these were done to enhance proper teaching and learning of literature in
English. The teaching and learning of this subject starts from the first stage
of formal education in the poetry form known as nursery poem or hymns which is
done through recitation. It advances in stage as one advances in education.
Literature is completely introduced in junior secondary school and it comprises
of the three genres of literature. And literature in English and English
language were integrated to be known as English studies, Ezenyiriobu (1991),
which everybody have to study.
Rivers
(1968) started that the Junior high school curriculum should provide the
students with an organized introduction to many avenues of human knowledge and
experience, showing him the possibilities which lie before him. The philosophy
for Nigerian education report of the national curriculum conference (1969)
cited by Uwaifor shows that out of the fifteen objectives stated for primary
and secondary schools in Nigeria, the following can be achieved through the
study of literature in English.
Catering for
the difference in talents opportunities and roles open to students after their
secondary education.
Raising a
generation of people who can the reflectively for themselves.
Encouraging
students to develop a desire achievement, continual self improvement both in
school and inter life.
Helping
students appreciate and understand Nigerian culture as well as the world’s
cultural heritage.
Fostering
clear communication of thoughts and making relevant judgment.
In the light
of the above and in consonance with the educational goal which is all round
development of a child, a proper teaching and learning of literature in English
is very desirable if the said goal is to be achieved.
It is
evident that the teaching and learning of literature in English at the senior
secondary school level is not properly handled due to some factors affecting
it.
Statement of
the Problem
Parents and
the entire society send their wards to school to acquire knowledge and skill
effectively. The only and best way to acquire this knowledge is the study of
literature in English because it is life itself. It is true that this subject
is not properly handled? Is there any factor militating against its proper teaching
and learning? To what extent does teachers, students and parents influence
determine it’s the proper teaching and learning of literature is English.
1.3 Purpose of the Study
The purpose
of the study is to identify the major factors that imilitate against proper
teaching and learning of literature in English. Specifically, the study is to
find out:
How students
attitude affect the proper teaching and learning of literature in English.
How teachers
attitude affect the proper teaching and learning of literature in English.
How parents
attitude influence the proper teaching and learning of literature in English.
1.4 Significance of the Study
This study
will highlights and bring proper solution on the problem of teaching and
learning of literature in English in senior secondary schools so that adequate
and appropriate corrective measures could be taken through the empirical
findings by those who will make use of this project. Basically, this will guide
teachers of literature in English to very good foundation towards the
improvement of students attitude toward literature in English and the educated
persons shall be able to handle literature in English and breaking through its
complexity completely. Parents will all know the proper part to play in the children
career choice.
1.5 Research Questions
Do students
attitude enhance their learning outcome in literature in English.
Are teachers
teaching strategies affecting students performance in literature?
How does
parents attitude influences students performance in literature.
RESEARCH
HYPOTHESIS
There is no
significant difference between students attitude and their learning outcome
There is no
significant difference between teachers teaching strategies and performance of
students in literature in English.
There is no
significant differences between parents attitude and their children’s
performance in literature in English.
BASIC
ASSUMPTION OF THE STUDY
The
followings are assumed by the researcher
There are no
adequate and well qualified teachers to handle this subject
Many parents
and even peer group discourage their children/wards from offering literature in
English denying both teachers and students effective teaching and learning.
Students are
not fully aware of the importance of literature.
The school
authorities do not give enough support to teaching and learning of literature
in English.
Delimitation
of the Study
This study
is based solely on the factors militating against proper teaching and learning
of literature in English in some selected senior secondary schools in Uyo Local
Government Area of Akwa Ibom State to test the hypothesis through the use of
primary data like questionnaire to collate data. Secondary data will be used to
authenticate related academic works.
1.9 Limitation of the Study
Due to the
resources and funds available for this study which were highly limited, it
shall be restricted to only some selected senior secondary schools in Uyo local
Government Area of Akwa Ibom State owing to the sensibility ofofficers who are
in the position to give some information but are unwilling to do so.
1.10
Definition of Terms
These
definitions as used in this project work:
Academic
Performance – Students achievement
Literature – Writings on a particular subject
Genres – Particular style or kind especially of
works of art or literature grouped according to their form or subject matter
Militate – having influence to prevent something from working out well.
Primary
data – information got from interview and
questionnaires
Secondary
Data – Information got from textbooks, seminar papers, journals etc
Questionnaires – written or printed list of
questions to be answered by
students, teachers etc
Hypotheses – quess that will guide the whole process in this study.
Empirical – facts based on observation or
experiment not on theory.
Chapter
Summary
This chapter
gives brief history of how literature in English became an academic discipline
in schools and universities. Its origination which is claimed to have started
with our forefathers through folktales incantations etc, moreso, the importance
of literature in English in our nation building.
The chapter
also seek to identify the problems hindering its efficient teaching and
learning in the senior secondary in Uyo Local Government Area of Akwa Ibom
State.
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