WELCOME TO KENTERPRO:
EFFECTS OF YOUNG ADULT LITERATURE ON THE INTEREST AND PERFORMANCE OF STUDENTS IN PROSE IN SELECTED SENIOR SECONDARY SCHOOLS IN PANKSHIN LOCAL GOVERNMENT AREA

CHAPTER ONE

INTRODUCTION

• BACKGROUND TO THE STUDY

The genre of Young Adult Literature (YAL) which also goes by the labels of ‘adolescent fiction’ or ‘teen fiction’ almost describes itself by its title as literature that is in some way connected with the young adult. This is in fact true but the evolutionary path of YAL spanning several centuries, has not always been smooth. Its present place as an established genre of literature among other older and more conventional literary genres is partly due to the young adult developmental theories in the past century (Alabi, 2018) The very characteristics of YAL that relate so closely to the issues faced in young adulthood have also made YAL highly relevant to the young adult, thus making it favored as selected reading material for young adult students in many countries (Yongan, 2008).

Bringing young adult literature into the classroom and across the disciplines is not a new phenomenon. There are hundreds of sites on the internet offering books, teacher resources and research on this topic. Teachers are open to these ideas and many of them think they are good ones, but teachers do not see how concepts like these can be realized in a practical sense in their classrooms and at the schools where they teach. Teachers need guidance and they need to know that there is time in their busy schedule to do this. Teachers need to go outside of the box and realize that this is not something they do in addition to what they are already doing, but rather challenge themselves to think differently as to how they present their content. According to Kurishi (2018) many teachers have come to acknowledge that the reality of teaching the classics is similar to the reality of trying to teach a pig to sing: It does not work and annoys the pig. These teachers have paid attention to students’ complaints about assigned works as well as questions about “Why are we reading this?” and have either replaced some of their traditional canonical selections with timeless works of young adult literature (YAL) or have expanded their literature curriculum by pairing YAL with the classics. Clearly, student engagement with a work of literature insures introspective writing, lively discussions, and perhaps most importantly—the students will keep reading, long after the required selection has been finished.

French author, Daniel Pennac, wrote Better Than Life, and in one of his chapters, he gives a Reader’s Bill of Rights. They are: “The right to not read; the right to skip pages; the right to not finish; the right to reread; the right to read anything; the right to escapism; the right to read anywhere; the right to browse; the right to read out loud; the right to not defend your tastes” (Hipple, 1997, p. 17). These rights can change how teachers teach and how students feel about reading. The question still remains: How do we get young adults to read? Not “simply for their assignments, but just to read for the sake of reading?” (Hipple, 1997, p. 15). The answer: young adult literature.

            It is proposed that the young adult literature began in 1951 with J.D. Salinger’s Catcher in the Rye and grew from there to include other teen coming-of-age stories like The Outsiders and Go Ask Alice (Cart 4, “Oh Those Golden Oldies”). The age range for young adult fiction can vary. According to Michael Cart, a previous Young Adult Library Services Association (YALSA) president, the age for young adult literature extends to age 25, when the human brain reaches maturity. The emotional, intellectual, and developmental components of young adult literature resonate with young readers.

            Young adult literature has had many names over the years: adolescent literature, adolescent fiction, juvenile fiction, and junior teen novels (Bushman, 1997). Publishers tend to like the term “juvenile fiction,” however schools do not like the term. Instead, “young adult literature” is the term that is more common and widely accepted (Bushman, 1997, p. 2).

Young adult literature has changed drastically since 1967 when it was first identified (Herz, 1996). Young adult literature has the main literary elements of adult literature: plot, setting, point of view, style, and theme. However it also exhibits the following characteristics: the main character as a teenager, the story is narrated by a teenager, the story is about a problem or issue of which teenagers can identify, the first page or two demands the readers‟ attention, enticing them to continue, and the book is rarely more than 200 pages (Herz, 1996).

Young adult literature is a genre that “focuses on adolescent problems written in their language” (Hipple, 1997, p. 15). The language young adults use in their daily lives and the issues that they discuss are the same ones that are found in young adult literature. Erikson’s stages of social development state that the major task of adolescence is “formulation or reformulation of personal identity” (Bushman, 1997, p. 6). Young adults do not know who they are yet, nor who they want to be. They are still asking the question “who am I?” (Bushman, 1997, p. 6). School may be the primary location where this self-discovery occurs. Young adult literature is beneficial in the classroom for many reasons. However, perhaps the most important reason for incorporating young adult literature into the school curriculum is because students will actually read it, from my experiences.

            Students are forced to deal with difficult issues in their lives in and out of school. They are growing up in an increasingly complex world where they will need to be able to work with others, solve problems, and communicate well (Windschitt, 2002). Young Adult Literature (YAL) is an ideal way to engage students with real-life issues and problems and teach social justice and tolerance. Teachers are being called upon to teach more and more content knowledge through curricular reforms such as the Common Core State Standards. The Common Core requires students to learn to be literate and to use literacy skills to learn content and real world skills (Porter, McMaken, Hwang, & Yang, 2010). Teachers can use the motivational benefits of YAL to both accommodate standards, discuss contemporary issues, and teach social justice.

            Emig (2015) overheard the following conversation on his first day in a literature class between two students:

“Have you read the book for the class yet?”

“Nah, I think I’ll just read the summary online.”

He went on to say that the students are not even mindful if the teacher hears them or not. Emig pointed out that students fail to read the literary texts that they are prescribed because they are not concomitant with their age-grade. Texts like Harry Porter and Hunger Games make the reading fun again for secondary school students. Unfortunately, these are not the kind of texts that are given or prescribed for these students. Researchers have shown that students are less motivated to read because of the kind of books they are forced to read and how they are taught (Morgan & Wagner, (2013). This means that teachers have to reevaluate how they choose books for their literary students and find a way to make a connection between the prescribed books and the lives of the students.

            Researchers like Emig (2015) have suggested that Young Adult literature is the perfect and valid pathway to engage secondary school students in literary reading. Pitcher (2007) claims that literature used in the classroom has to reflect students’ personal lives. They need to find a connection with the text in order to find a purpose in the text. Along with finding a personal connection, students want to be given a choice in what they read for school.

This project therefore, seeks to discover how young adult literature can help in motivating students interest in literature in secondary schools in Pankshin Local Government Area to appreciate literary works through young adult literature (YAL).

• STATEMENT OF THE PROBLEM

The ideal situation is for students in selected senior secondary schools in Pankshin Local Government Area to have a strong interest in and high performance in prose. A vibrant interest in prose would foster a love for reading, enhance critical thinking skills, and enable students to effectively analyze and interpret literary texts. Additionally, high performance in prose would demonstrate students’ mastery of language, comprehension abilities, and their capacity to express their thoughts and ideas eloquently.

However, the current situation indicates that students in these schools do not exhibit a significant interest in and high performance in prose. Many students lack enthusiasm when it comes to reading and analyzing prose, resulting in disengagement during classroom discussions and assignments. Furthermore, their performance in prose writing tasks is often below the expected standard, with limited coherence, organization, and creativity in their compositions.

Recognizing the significance of fostering students’ interest and improving their performance in prose, various measures have been implemented over time. These measures include incorporating young adult literature into the curriculum and classroom activities, providing students with a diverse range of engaging prose texts, implementing interactive teaching strategies to enhance comprehension skills, and offering writing workshops and feedback sessions to improve students’ prose writing abilities.

Despite the implementation of these measures, the lack of interest and low performance in prose among students persists. Many students continue to exhibit disinterest in reading and struggle to connect with the texts provided. Their writing skills remain inadequate, with limited proficiency in grammar, vocabulary, and the ability to construct coherent and cohesive essays. This persistence of the problem raises concerns about the effectiveness of the current strategies and the need for further investigation.

The lack of interest and low performance in prose has negative consequences for the students themselves, as it hinders their overall academic development and ability to comprehend and analyze literary texts. Students may miss out on the intellectual, emotional, and cultural enrichment that literature offers. Additionally, their limited proficiency in prose may affect their performance in other subjects that require strong reading and writing abilities. Furthermore, the lack of interest and low performance in prose can negatively impact the teaching and learning environment in the selected senior secondary schools. It may lead to uninspired teaching practices, reduced classroom engagement, and a diminished educational experience for both students and teachers.

Recognizing the potential significance of young adult literature in fostering student interest and improving performance in prose, there is a need to conduct a comprehensive study on the effects of young adult literature on the interest and performance of students in selected senior secondary schools in Pankshin Local Government Area. This research aims to explore the extent to which young adult literature can engage students, enhance their comprehension skills, and improve their prose writing abilities. By investigating the impact of young adult literature, educators, curriculum developers, and policymakers can gain insights into effective strategies that can be implemented to address the lack of interest and low performance in prose among students.

Although previous studies have explored the impact of various pedagogical approaches on student performance in prose, there is a significant gap in research specifically examining the effects of young adult literature on the interest and performance of students in selected senior secondary schools in Pankshin Local Government Area. Limited research has been conducted in this specific context, considering the unique cultural, social, and educational factors that influence student engagement and performance. Therefore, this study aims to fill this gap and contribute to the existing body of knowledge by providing valuable insights into the potential benefits of incorporating young adult literature in enhancing student interest and performance in prose.

• PURPOSE OF THE STUDY

The main purpose of this study is to investigate Effects of young adult literature on the interest and performance of students in prose in selected senior secondary schools in Pankshin Local Government Area. The specific objectives of the study include:

1. To find out the differences in the performance of students who were exposed to adult literature and those who were exposed to young adult literature in discussing prose themes.
2. To find out the differences in the performance of students who were exposed to adult literature and those who were exposed to young adult literature in analyzing prose characterization.

• To find out the differences in the performance of students who were exposed to adult literature and those who were exposed to young adult literature in producing prose plot summary.

1. To find out the differences in the performance of students who were exposed to adult literature and those who were exposed to young adult literature in explaining prose setting.

1.4 RESEARCH QUESTIONS

            The study is guided by the following research questions:

1. what are the differences in the performance of students who were exposed to adult literature and those who were exposed to young adult literature in discussing prose themes?
2. what are the differences in the performance of students who were exposed to adult literature and those who were exposed to young adult literature in analyzing prose characterization.

• what are the differences in the performance of students who were exposed to adult literature and those who were exposed to young adult literature in giving prose plot summary?

1. what find out the differences in the performance of students who were exposed to adult literature and those who were exposed to young adult literature in explaining prose setting?

1.5 SIGNIFICANCE OF THE STUDY

The significance of this study cannot be overemphasized. The findings of this study will be of immense benefit to secondary school students, teachers of literature, Government, curriculum planners and future researchers.

Students: The primary beneficiaries of this study are the students themselves. Through the exploration of young adult literature, students can develop a stronger interest in prose and experience an improvement in their performance. They will benefit from a more engaging and enjoyable learning experience, enhanced comprehension skills, and improved writing abilities. This study has the potential to ignite a love for reading, expand students’ literary horizons, and equip them with valuable skills that will benefit them academically and personally.

  Teachers: The study findings will be valuable for teachers in selected senior secondary schools in Pankshin Local Government Area. Teachers can gain insights into effective strategies for incorporating young adult literature into their teaching practices. They can discover new ways to engage students and make prose more accessible and relatable. The study will provide teachers with evidence-based recommendations and resources to enhance their instructional approaches, leading to more effective teaching and improved student outcomes.

  Curriculum Developers: Curriculum developers and educational policymakers can benefit from this study as it provides evidence regarding the impact of young adult literature on student interest and performance in prose. The findings can inform curriculum development efforts, enabling the integration of relevant and engaging literary texts into the curriculum. This study can contribute to the creation of a more comprehensive and student-centered curriculum that fosters a love for reading, critical thinking skills, and effective prose writing abilities.

  School Administrators: School administrators can utilize the findings of this study to make informed decisions regarding resource allocation and professional development opportunities for teachers. They can support teachers in implementing effective teaching strategies that incorporate young adult literature. The study can also help administrators understand the importance of creating a supportive and enriching environment for the study of prose, encouraging the inclusion of diverse literary resources and promoting a culture of reading within the school.

  Parents and Guardians: The study outcomes can also benefit parents and guardians of students in selected senior secondary schools. They can gain insights into the positive impact of young adult literature on their children’s interest and performance in prose. Parents and guardians can actively support their children’s reading habits at home, provide access to relevant literature, and engage in discussions about the books their children are reading. This study can encourage a collaborative effort between schools and families to promote a reading culture and support students’ literary development.

• SCOPE AND DELIMITATION OF THE STUDY

This research is limited to effects of young adult literature on the performance of students in prose in Senior Secondary Schools. The research covered two selected senior secondary schools in Pankshin Local Government Area of Plateau State. However, despite the fact that the research is restricted to the aforementioned area, its findings can be generic – it can be generalized to other parts of the country.