WELCOME TO KENTERPRO:
CHALLENGES FACED BY TEACHERS AND LEARNERS IN THE TEACHING OF LITERATURE IN SECONDARY SCHOOLS IN PANKSHIN LOCAL GOVERNMENT AREA OF PLATEAU STATE

 CHAPTER ONE

INTRODUCTION

• Background of the Study

Literary arts are works of imagination, most of which are products of real life situations. Literary artists over the years have presented their thoughts showing considerable concerns regarding the state of affairs in their various societies as they affect the general masses of their societies.  Their works therefore, represent the voices of the people. They express value and situations that reflects social life (Iortyer & Longdet, 2016).

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. Its variations which reflect the social, political, religious, cultural and environmental changes of ages, and its objectives demonstrate the dominant ideas, events, concepts, beliefs as well as time and space in the society. In the contemporary society, both oral and written literature held allegiance to the African traditional society which started orally. Olehi (2005) stated that education can be more beneficial when it takes literature in English as its bedrock, because it deals with human innermost feelings. Abola (2004) has it that, our traditional literature(s) with which people are informed and the modern African literature have no differences. This shows that our traditional literature mould us while the modern literature modernizes us. Literature plays a vital role to individuals and the society. It should not be taken for granted.

Writers renew, expand and update language by discarding awkward and outdated syntactic structure and new grammatical forms of structure just as literature in English structure individual feeling, emotion as a vehicle for culture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 calls for the attention of teachers 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), 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. 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 poetry form known as nursery poem or rhymes which is done through recitation. It advances in stage as one advances in education. Literature is completely introduced in Junior Secondary Schools and it comprises of the three genres of literature. Literature in English and English language were integrated to be known as English studies, Ezenyiriobu (2001), which every student had to study.

Prose seems to attract positive response from readers.  Murphy (2011) says that one thing that strikes any student about a novel is its bewildering variety of subject matter.  The novel is the most widely practiced and most widely read form of literature in the world.  There is practically no subject, no human situation that has not been at sometime the subject of novel, Murphy list areas in life which the novel covers.  These are adventure, Horror and spy Macabre, Crime and dictation and Caspronage, Historical, Humorous, war, Western, Satirical, Romance, Saga, Annual and so on.

Rivers (1968) states that the Junior high school curriculum should provide 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 be reflective for themselves.
• Encouraging students to develop a desire achievement, continual self improvement both in school and outside school.
• 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 there are challenges faced by teachers and learners in the teaching of literature in secondary schools in Pankshin Local Government Area of Plateau State.

• Statement of the Problem

Over the years, parents and educational stakeholders have expressed their concern over the failure of student in literature as a subject. This scenario is witnessed in both the internal and external examinations conducted yearly by National Examination Council (NECO) and West African Examination Council (WAEC). As a result of this failure, the researcher has seen the need to venture into digging out the problems militating against the proper teaching of literature in secondary schools.

Literature has become very relevant because, parents and the entire society send their wards to school to acquire knowledge, skills and societal norms and values. The only best way to acquire this knowledge of societal norms and values is through the study of literature in English. It is true that this subject is not properly handled. This is as a result of some problems which include teacher challenge, parental challenge, curriculum planners challenge and students challenge. In the light of this, the research is out to find out the challenges faced by teachers and learners in the teaching of literature in secondary schools in Pankshin Local Government Area of Plateau State.

• Purpose of the Study

The purpose of the study is to identify the challenges faced by teachers and learners in the teaching of literature in secondary schools in Pankshin Local Government Area of Plateau State. Specific objectives are:

1. To determine student challenges that pose a challenges to teaching and learning of literature in English.
2. To find teacher-related challenges hindering the proper teaching and learning of literature in English.
3. To determine school-related challenges that pose as challenges to teaching and learning of literature in English.
4. Determine curriculum related challenges that challenge teaching and learning of literature.

1.4   Research Questions

            In order for the researcher to have a sense of guide, the following research questions are formulated which will be answered by the end of the research:

1. What are the student-related challenges that pose a challenges to teaching and learning of literature in English?
2. What are the teacher-related challenges hindering the proper teaching and learning of literature in English?
3. What are the school-related challenges that pose as challenges to teaching and learning of literature in English?
4. What are the curriculum related challenges that challenge teaching and learning of literature?

1.5 Significance of the Study

The significance of this study cannot be overemphasized especially now that the society is faced with a lot of challenges and poor attention is paid towards education, especially literature as a subject. The beneficiaries of this research include teachers, parents, students and curriculum planners.

To the teachers, it will become crystal clear that the problems of teaching literature can be neutralized if the problems are identified and solved.

The parents will get to understand the importance of literature which includes: reading proficiency, writing, speaking and inculcation of morals into their children. In the strength of this knowledge, they will encourage their children to take literature serious and even study it as a course in the university.

To the curriculum planners, learning has its challenges, therefore they will get to know the problems faced by teachers and students in the course of teaching and learning literature: they will look for ways to surmount it accordingly.

To the students, they will benefit from this study as all the problems encountered in the study of literature will be neutralized by the parents, teachers and curriculum planners thereby creating a conducive learning environment for the study of literature.

1.6  Scope/Delimitation of the Study

This study is based solely on challenges faced by teachers and learners improper teaching and learning of literature in English in selected Senior Secondary Schools in Pankshin Local Government Area of Plateau State. Despite the fact that the study is restricted to Pankshin Local Government Area of Plateau State, its findings will be generic – it can be generalized to other parts of the country as well.

1.7 Operational Definition of Terms  

These definitions as used in this project work:

Literature: This is a body of written works (such as poems, plays, and novels)

Teaching: This is the process by which a more knowledgeable person imparts knowledge on a learner  or group of learners.

Teacher: It is a person who helps students to acquire knowledge, competence or virtue.