Literature As A Motivating Factor For Teaching English Language In Secondary Schools
This study focused on literature as a motivating factor for teaching English language in secondary schools, Akwa-ibom State as case study. The study is was specifically focused on examining the role of literature in teaching English language in secondary schools; determining the literature as a motivating factor for teaching English language in secondary schools and investigating the factors affecting literature as a motivating factor for teaching English language in secondary schools.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are staff and students of selected secondary schools in Uyo LGA.
This study aimed at investigating literature as a motivating factor for teaching English language in secondary schools.
Specifically, the study aims to
- Examine the role of literature in teaching English language in secondary schools
- Determine the literature as a motivating factor for teaching English language in secondary schools
- Investigate the factors affecting literature as a motivating factor for teaching English language in secondary schools
- What are the reasons for the decline in the number of secondary school students studying Literature-in-English?
- Can the study of Literature-in-English benefit students in all spheres of the curriculum?
- Can the provision of required texts enhance students’ interest in studying the subject?
- Is the enrolment of students for Literature-in-English on the decline compared with other subjects?
- Can teacher’s method of teaching and competence enhance students’ interest in the subject?
5.0 Summary, Conclusions and Recommendations:
5.1 Introduction
This chapter summarizes the findings on literature as a motivating factor for teaching English language in secondary schools, Akwa-ibom State as case study. The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was on literature as a motivating factor for teaching English language in secondary schools, Akwa-ibom State as case study. The study is was specifically focused on examining the role of literature in teaching English language in secondary schools; determining the literature as a motivating factor for teaching English language in secondary schools and investigating the factors affecting literature as a motivating factor for teaching English language in secondary schools.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are staff and students of selected secondary schools in Uyo LGA.
5.3 Conclusions
With respect to the analysis and the findings of this study, the following conclusions emerged;
In this paper, we have strived to establish the fact that there is a symbiotic relationship between Literature and language. It is our opinion that if this relationship is well harnessed in the teaching and learning of Literature and English Language at the secondary school level, it would go a long way in addressing lack of proficiency in English on the part of Nigerian students at all levels of education and by extension minimize high rate of failure in English Language in public examinations. It is also expected that a high level of proficiency in English Language on the part of Nigerian students would be the needed panacea to the intractable problem of poor academic performance currently threatening the education industry. Therefore, the government, the curriculum designers, the school as well as the teachers of Literature and English Language should work hand in glove to ensure that this suggested innovation in the teaching of Literature and English Language in our schools and colleges is effectively implemented.
5.4 Recommendation
Based on the responses obtained, the researcher proffers the following recommendations:
- The teachers may be trained to know and employ the different concepts of learning in teaching different subjects in the class room.
- Teacher Training institutions may organize workshops to train the teachers to use the reinforcement technique appropriately for improving teaching learning process in the classroom.
- The curriculum at Elementary and lower secondary level should be formulated on behaviouristic approach where as at upper secondary and higher level the humanistic approach may prove more productive.
- The role of the teacher should be facilitator, organizer, motivator and coordinator in the learning process instead of being an authoritative agent in the classroom.
- Policy makers at national levels may take steps for the provision of basic needs to the students for bringing success to the teaching learning process in the classroom
Abstract
Chapter One:
Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objective of the Study
1.4 Research Questions
1.5 Research Hypothesis
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Limitation of the Study
1.9 Definition of Terms
1.10 Organisations of the Study
Chapter Two:
Review of Literature
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
Chapter Three:
Research Methodology
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size Determination
3.4 Sample Size Selection Technique and Procedure
3.5 Research Instrument and Administration
3.6 Method of Data Collection
3.7 Method of Data Analysis
3.8 Validity of the Study
3.9 Reliability of the Study
3.10 Ethical Consideration
Chapter Four:
Data Presentation and Analysis
4.1 Data Presentation
4.2 Analysis of Data
4.3 Answering Research Questions
4.4 Test of Hypotheses
Chapter Five:
Summary, Conclusion and Recommendation
5.1 Summary
5.2 Conclusion
5.3 Recommendation
References
APPENDIX
QUESTIONNAIRE
The Title Page should be the first section of your project “Literature As A Motivating Factor For Teaching English Language In Secondary Schools”, providing essential details like the project title, your name, your supervisor’s name, the institution, and the submission date. After that, the Abstract offers a brief summary of your project, touching on its purpose, methods, results, and conclusions in 150-300 words. The Acknowledgments section is where you can thank those who supported your research, such as your supervisor, peers, or organizations that provided resources.
Next, the Table of Contents organizes the Literature As A Motivating Factor For Teaching English Language In Secondary Schools by listing its chapters and sections, along with page numbers for easy reference. The List of Figures and List of Tables help guide readers to specific visual elements like graphs, charts, or tables included in the document. There should also be an Abbreviations and Glossary section to explain any specialized terms or acronyms, making the content clearer to readers unfamiliar with the technical language.
The main body of the Literature As A Motivating Factor For Teaching English Language In Secondary Schools should start with the Introduction, which provides background information, outlines the research problem, states your objectives, and gives a brief overview of your research methods. Following that, the Literature Review offers an in-depth look at previous research relevant to your project, identifying gaps your study aims to address. The Methodology section then explains the research design, tools, and data collection methods you used to conduct the project and analyze the data.
In the Results and Discussion section, you present your findings and discuss them in relation to the Literature As A Motivating Factor For Teaching English Language In Secondary Schools research questions or objectives, often using tables or charts to help explain the data. The Conclusion summarizes the key results, discusses their implications, and suggests possible directions for future research. You may also include recommendations based on your findings, offering practical advice for improvements or applications. Finally, the Literature As A Motivating Factor For Teaching English Language In Secondary Schools project should include a References or Bibliography section to list all the sources you cited, as well as Appendices for any additional material. A Statement of Originality is often included to confirm the authenticity of your work