WELCOME TO KENTERPRO:
IMPORTANCE OF GROUP DISCUSSION ON SECONDARY SCHOOL II STUDENTS IN PROSE IN PANKSHIN LOCAL GOVERNMENT AREA OF PLATEAU STATE

CHAPTER ONE

INTRODUCTION

1.1. BACKGROUND TO THE STUDY

In Nigerian secondary schools, the concept of prose holds significant importance in English language education. Prose refers to the genre of written or spoken language that is structured into paragraphs and sentences, following conventional grammatical rules and narrative techniques. It encompasses various forms, including short stories, novels, essays, and plays. According to Smith (2021) the study of prose in secondary schools aims to develop students’ reading, comprehension, critical thinking, and language skills. Prose texts expose students to diverse literary styles, themes, and perspectives, fostering creativity, empathy, and a deeper understanding of the human experience. Through the analysis and interpretation of prose, students learn to appreciate literary techniques such as characterization, plot development, symbolism, and figurative language. Prose texts also provide a platform for exploring cultural and social issues, historical contexts, and personal values. According to Adams (2019) when engaging with prose, students enhance their vocabulary, grammar, and syntax, as well as their ability to articulate ideas effectively. Moreover, the study of prose nurtures students’ imagination, encourages independent thinking, and cultivates a love for literature. It promotes critical reading skills, enabling students to evaluate, analyze, and interpret texts, fostering their capacity for informed and thoughtful communication.

The state of teaching prose in secondary schools in Nigeria presents both challenges and opportunities. Prose, as a component of English language education, plays a crucial role in developing students’ reading comprehension, critical thinking, and language skills. However, several issues affect the effective teaching of prose in Nigerian secondary schools. One challenge is the lack of adequate instructional materials and resources, including up-to-date textbooks and supplementary materials that align with the curriculum. Limited access to libraries and insufficient funding further exacerbate this problem (Idris, 2015). Additionally, the large class sizes and limited instructional time often hinder teachers from providing individualized attention and fostering interactive discussions. Another significant challenge is the language barrier faced by students whose first language is not English, making it difficult for them to fully comprehend and engage with prose texts. Moreover, the emphasis on examination-oriented teaching approaches, which prioritize rote memorization and regurgitation of information, may overshadow the development of critical reading and analytical skills. Despite these challenges, there are opportunities for improvement. Incorporating technology, such as e-books, online resources, and digital platforms, can enhance access to diverse prose texts and interactive learning experiences. Professional development programs for teachers can equip them with innovative pedagogical strategies to engage students and foster a love for reading and literature. Furthermore, Williams (2014) postulates that promoting a culture of reading both within and outside the classroom, through initiatives such as book clubs and literary festivals, can instill a deeper appreciation for prose and expand students’ literary horizons. Addressing these challenges and capitalizing on these opportunities can contribute to enhancing the state of teaching prose in Nigerian secondary schools, nurturing students’ literary skills and fostering a lifelong love of reading.

Teaching prose in secondary schools encompasses a range of methods and approaches aimed at engaging students, enhancing their reading comprehension, and fostering critical thinking skills. One common method is close reading, where students analyze the text in detail, examining literary devices, themes, and character development. This involves guiding students through the process of identifying and discussing key elements within the prose, such as setting, plot, conflict, and resolution (Haruna, 2018). Another effective method is interactive group discussions, where students actively participate in analyzing and interpreting the prose. According to James (2018) this encourages peer collaboration, the exchange of ideas, and the development of oral communication skills. Teachers may also employ strategies such as think-pair-share, where students reflect individually, discuss their thoughts in pairs, and then share their insights with the whole class. Additionally, incorporating multimedia resources, such as audio recordings, videos, or visual aids, can enhance students’ engagement and understanding of the prose. Role-playing activities, dramatic readings, and creative writing exercises can also help students explore different perspectives, develop empathy, and express their interpretations of the prose. Furthermore, integrating technology through online platforms, e-books, or interactive learning tools can provide access to a wider range of prose texts and facilitate independent learning.

The discussion method is an instructional approach that emphasizes active student participation and engagement in the learning process. It involves structured, facilitated conversations among students, guided by the teacher, to explore and analyze a topic or concept. The discussion method encourages students to express their ideas, share perspectives, and engage in critical thinking and problem-solving. According Kenneth (2019) it promotes collaborative learning, as students interact with their peers, listen to different viewpoints, and construct meaning collectively. Through discussions, students develop communication skills, including articulating their thoughts, listening actively, and respectfully responding to others’ contributions. The teacher’s role in the discussion method is to facilitate and guide the conversation, ask probing questions, and provide clarifications when needed. The method can be applied across various subjects and topics, fostering deeper understanding, higher-order thinking skills, and a sense of ownership over the learning process. Overall, the discussion method empowers students to actively participate in their education, promotes critical thinking, and cultivates a supportive and inclusive learning environment.

It is in line with the above discussion that this study seeks to examine the importance of group discussion on secondary school II students in prose in Pankshin Local Government Area.

1.2 STATEMENT OF THE PROBLEM

Senior secondary school II students should perform exceptionally well in Prose. However, the actual performance of these students in Prose is not meeting the desired standards. Various teaching methods and strategies have been employed to improve students’ performance in Prose, including traditional classroom instruction and individual study. Despite these efforts, the problem of subpar performance in Prose among senior secondary school II students persists. This issue affects not only the students themselves, who may struggle academically, but also their teachers and parents who are concerned about their educational progress and future prospects.

The researcher believes that enhancing the importance of group discussions among these students might be a valuable strategy to address this problem. Group discussions can provide a platform for students to collaborate, share insights, and improve their understanding of Prose, ultimately leading to better performance. While group discussions have been used in education, there is limited research specifically focused on their impact on the performance of senior secondary school II students in Prose, especially in the context of Pankshin LGA. Most existing studies have concentrated on other teaching methods, leaving a gap in knowledge regarding the effectiveness of group discussions in this specific area.

It is because of these observations and the belief in the potential benefits of group discussions that this research aims to investigate the importance of group discussion in improving the performance of senior secondary school II students in Prose in Pankshin LGA. This study seeks to provide valuable insights that can inform educational practices and contribute to the academic success of these students.

1.3. PURPOSE OF THE STUDY

The purpose of the study is to find out the importance of group discussion on secondary school II students in prose in Pankshin Local Government Area of Plateau state. The specific objectives of the study are to:

1. Determine the importance of discussion method in the learning of themes in prose
2. Discover the importance of discussion method in teaching setting in a prose

• Analyze the importance of discussion method in teaching characterization in prose work.

1. Examine the importance of discussion method in teaching the plot summary in prose.

1.4. RESEARCH QUESTIONS

            The following research questions guided the study:

1. What are the importance of discussion method in the learning of themes in prose?
2. What are the importance of discussion method in teaching setting in a prose?

• What are the importance of discussion method in teaching characterization in prose work?

1. What are the importance of discussion method in teaching plot summary?

1.5. RESEARCH HYPOTHESES

            The following hypotheses were tested at 0.5 levels of significance:

H₀₁: There is no significant relationship between discussion method and performance of students in prose in senior secondary schools in Pankshin Local Government Area of Plateau State.

H_a: There is a significant relationship between discussion method and performance of students in prose in senior secondary schools in Pankshin Local Government Area of Plateau State.

1.6 SIGNIFICANCE OF THE STUDY

            The study shall be significant in the following ways:

1. Enhancing Teaching and Learning: The significance of this study lies in its potential to enhance the teaching and learning process of prose in SS 2 classes in Pankshin LGA. Discussion methods can create a more interactive and engaging classroom environment, where students are encouraged to share their thoughts, opinions, and perspectives on the text. This can foster critical thinking, analysis, and interpretation skills, and improve students’ comprehension of the text.
2. Improving Student Performance: Another important significance of this study is its potential to improve student performance in prose. By using discussion methods, teachers can create a supportive environment where students feel encouraged to participate in discussions, ask questions, and explore the text in-depth. This can lead to a deeper understanding of the text, which in turn can result in improved performance in exams and assessments.

• Providing Evidence-based Practices: This study will provide evidence-based practices for teaching prose in SS 2 classes. By comparing the effectiveness of discussion methods with traditional lecture-based methods, the study can establish whether these methods are more effective in enhancing teaching and learning outcomes. The findings can be used to guide teacher training and development, and inform best practices for teaching prose in secondary schools.

1. Supporting Curriculum Development: The study can also support the development of the English language curriculum in Pankshin LGA. If the study demonstrates that discussion methods are effective, this could influence the inclusion of these methods in the curriculum. This could result in a more student-centered and interactive approach to teaching and learning prose, which can lead to improved learning outcomes.
2. Informing Educational Policy: Finally, the study can inform educational policies and decision-making. The results could be used by educational policymakers to identify best practices for teaching prose in secondary schools and to make decisions on how to allocate resources for teacher training and development. This can ultimately contribute to improving the quality of education in Pankshin LGA, and beyond.

1.7 SCOPE OF THE STUDY

            This study is covers importance of discussion method on SS 2 students’ learning of prose. The study is restricted to selected secondary schools in Pankshin Local Government area of Plateau State. However, the findings of the study will be generalized to other parts of the state and country at large.

1.8 OPERATIONAL DEFINITIONS OF TERMS

Importance: The significance and value attached to group discussions in the context of secondary school II students in the Pankshin Local Government Area. It refers to the benefits, advantages, and positive impacts that group discussions have on the learning outcomes, engagement, and overall development of the students.

Group Discussion: A collaborative learning activity involving secondary school II students in which they come together in a structured setting to exchange ideas, opinions, and perspectives related to prose. It involves active participation, effective communication, and interactive dialogue among the students, facilitated by a teacher or moderator.

Secondary School II Students: Refers to students in their second year of secondary education, typically in the age range of 13 to 15 years, studying in schools within the Pankshin Local Government Area. These students are at an intermediate level of their education and have already acquired foundational literacy and language skills.

Prose: Refers to written or spoken language in the form of stories, novels, essays, or plays that are structured into paragraphs and sentences. In the context of this operational definition, prose specifically pertains to the literary texts studied by secondary school II students.