Project – Impact of teaching methods used in teaching literature on students’ academic performance in secondary schools

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The teaching of literature in secondary schools remains a cornerstone of language education, providing students with a unique opportunity to develop essential cognitive, emotional, and linguistic skills. Literature not only introduces learners to different cultures, human experiences, and social values, but it also fosters empathy, critical analysis, and communication skills. These competencies are crucial for the holistic development of students, equipping them to interpret human behavior, understand societal norms, and respond creatively to life’s challenges. In this light, literature is far more than an academic subject—it is a medium through which values, attitudes, and intellectual capabilities are cultivated.

Literature enhances creativity and imagination by allowing students to explore fictional worlds and diverse perspectives. Through poetry, drama, and prose, learners engage with characters, settings, and conflicts that challenge their thinking and inspire reflection. Furthermore, exposure to a wide range of texts sharpens students’ analytical and interpretive skills. According to Adebayo (2015), literature promotes moral development by presenting ethical dilemmas and human experiences that help students form judgments and values. These qualities make literature a valuable component of education, with the potential to mold well-rounded individuals capable of independent thought and emotional intelligence.

Despite its significance, students’ interest and performance in literature-in-English in Nigerian secondary schools have declined in recent years. This issue is evident in local contexts such as Nsit Atai Local Government Area of Akwa Ibom State, where many students perceive literature as difficult, boring, or irrelevant. The lack of enthusiasm is reflected in consistently poor results in national examinations such as the West African Senior School Certificate Examination (WASSCE) and the National Examination Council (NECO). This trend has raised serious concerns among educators, parents, and policymakers, prompting the need to examine the root causes of these outcomes.

One critical factor that may influence students’ attitudes and academic performance in literature is the teaching method employed by educators. Teaching methods encompass the strategies, techniques, and approaches used by teachers to facilitate learning and ensure effective delivery of content. In literature classrooms, these methods may include lecture-based teaching, class discussions, dramatization, group activities, storytelling, role play, and the use of audio-visual materials. Research by Umeh and Adeoye (2020) confirms that students’ academic achievement is significantly linked to the types of instructional strategies adopted. Thus, when teaching methods are poorly selected or executed, they may hinder student engagement and learning.

Unfortunately, many teachers continue to rely heavily on traditional, teacher-centered instructional methods such as rote learning and lengthy lectures. These approaches often limit student interaction, discourage creative expression, and fail to accommodate diverse learning styles. In contrast, student-centered methods—such as collaborative learning and performance-based strategies—tend to be more effective in literature instruction because they involve learners actively in the process. However, these innovative techniques are not always widely implemented, especially in rural or under-resourced school environments like those found in Nsit Atai LGA.

In Nsit Atai, literature teachers face a range of challenges that limit their ability to adopt effective teaching methods. These include overcrowded classrooms, lack of access to literary texts and teaching aids, poor funding, and inadequate teacher training. In many cases, educators are forced to teach literature without the necessary pedagogical tools or support, making it difficult to bring texts to life for students. This disconnect between the curriculum’s objectives and the reality of classroom practice necessitates a systematic investigation into the role of teaching methods in shaping students’ academic performance. Addressing these challenges is crucial for revitalizing literature education and ensuring that students receive the full benefits the subject has to offer.

1.2 Statement of the Problem

Students’ poor performance in literature-in-English in external examinations such as the West African Senior School Certificate Examination (WAEC) and the National Examination Council (NECO) has become a persistent concern, especially in regions like Nsit Atai Local Government Area of Akwa Ibom State. Each academic year, a significant number of students record low scores in literature, raising questions about their understanding of literary elements and the effectiveness of classroom instruction. This trend not only undermines students’ prospects in arts and humanities-related disciplines but also reflects broader issues in the teaching and learning processes within the school system.

One of the major challenges contributing to this poor performance is the students’ struggle to comprehend literary texts, themes, character development, and figurative language. Literature demands critical engagement, interpretation, and reflection—skills that many students find difficult to master, particularly when the delivery of lessons lacks dynamism and interaction. Anecdotal reports from teachers and school administrators suggest that students often view literature as abstract or disconnected from their reality, largely because of the way it is taught. Lessons that fail to stimulate imagination, provoke discussion, or make literary works relatable can discourage active participation and hinder learning.

Instructional methods play a central role in shaping students’ academic experiences and outcomes. When literature is taught through monotonous lectures, with little or no student engagement, learners are less likely to grasp complex literary concepts. Traditional, teacher-dominated approaches often leave students as passive recipients of information rather than active participants in their own learning. Such methods can reduce students’ motivation, stifle critical thinking, and ultimately lead to poor academic performance. Effective literature teaching requires approaches that bring texts to life—such as dramatization, role-playing, class discussions, and the integration of multimedia resources.

Failure to identify and address the root causes of students’ difficulties in literature, especially those linked to teaching methodology, may result in a continued cycle of underachievement. If unaddressed, this situation could lead to a decline in students’ interest in literature and the arts more generally. Over time, the impact may extend beyond individual academic results, affecting students’ self-esteem, career choices, and intellectual development. It is therefore imperative to investigate the teaching practices in literature classrooms and their effects on learning outcomes to develop interventions that can improve student performance.

Given the growing concern over students’ academic struggles in literature, this study sets out to explore how the teaching methods used in literature classes influence academic achievement in secondary schools in Nsit Atai LGA. By examining the instructional strategies currently employed by literature teachers and evaluating their impact on students’ learning, the study aims to uncover gaps, propose improvements, and offer actionable recommendations. The findings will be valuable to educators, school administrators, policymakers, and curriculum planners in enhancing the teaching of literature and promoting better academic outcomes for students.

1.3 Purpose of the Study

The main purpose of this study is to investigate the impact of teaching methods used in teaching literature on students’ academic performance in secondary schools in Nsit Atai Local Government Area. Specifically, the study aims to:

1. Identify the commonly used teaching methods in literature classes.
2. Examine the relationship between teaching methods and students’ academic performance in literature.
3. Assess students’ perception of the effectiveness of these teaching methods.
4. Recommend strategies to improve literature teaching for better academic outcomes.

1.4 Research Questions

The study will be guided by the following research questions:

1. What are the teaching methods commonly used in literature classes in secondary schools in Nsit Atai LGA?
2. How do these teaching methods affect students’ academic performance in literature?
3. What are students’ perceptions of the teaching methods employed in literature classes?
4. What strategies can be adopted to improve literature teaching and enhance student performance?

1.5. Research Hypothesis

The hypothetical Statement of the study is buttressed below:

Ho: Teaching methods has no impact on students’ academic performance in literature

H1: Teaching methods has impact on students’ academic performance in literature

1.6 Significance of the Study

The significance of this study lies in its potential to contribute to improved teaching practices and better learning outcomes in literature-in-English for secondary school students in Nsit Atai Local Government Area. Literature is a subject that nurtures critical thinking, cultural awareness, and language proficiency, but these benefits are often lost when ineffective teaching methods are used. By examining the link between teaching methods and students’ academic performance, this study sheds light on one of the critical factors contributing to poor student outcomes in external examinations such as WAEC and NECO.

For teachers, the study offers valuable insights into the effectiveness of various instructional methods in literature education. It highlights which approaches actively engage students and enhance comprehension of literary texts. Teachers will be better informed about how to incorporate learner-centered techniques—such as dramatization, group discussion, and the use of visual aids—into their classroom practices. As a result, they can improve student participation, interest, and overall performance in literature, leading to a more stimulating and rewarding classroom experience.

Students are also direct beneficiaries of this research. When literature is taught in a way that aligns with their learning preferences and cognitive abilities, students are more likely to enjoy the subject and perform better academically. Enhanced teaching strategies can help demystify complex literary concepts, making them more relatable and easier to understand. Consequently, students will not only excel in examinations but also develop deeper appreciation and critical thinking skills that will benefit them beyond the classroom.

The study is equally significant to school administrators and education policymakers, who play vital roles in curriculum implementation and teacher training. By providing empirical evidence on the impact of teaching methods, the findings can guide the development of professional development programs tailored to improve literature instruction. It can also influence policy decisions regarding classroom sizes, provision of instructional materials, and the integration of technology in literature teaching.

Curriculum developers and educational planners will find the results useful for designing instructional guides and resources that support modern, student-centered learning approaches. As teaching methods evolve to meet the demands of 21st-century learners, the findings from this study can help ensure that literature curricula are both pedagogically sound and responsive to the learning needs of Nigerian students. The study thus contributes to the broader discourse on educational reform and quality improvement in language education.

Finally, the study adds to the body of academic literature on pedagogy and educational outcomes in Nigeria. While many studies have examined teaching methods in subjects such as mathematics and sciences, literature-in-English has received comparatively less attention in empirical research. This study fills that gap by focusing on literature as a unique discipline with its own instructional challenges and potentials. Researchers and scholars can use the findings as a reference point for further investigations into improving humanities education in similar contexts.

1.7 Scope of the Study

This study is limited to teachers from five selected public and private secondary schools in Nsit Atai Local Government Area of Akwa Ibom State. It focuses solely on literature-in-English as taught in the senior secondary school level. The study will assess teaching methods and students’ academic performance, excluding other factors such as socio-economic background or parental influence.

1.8 Operational Definition of Terms

Teaching Methods: Strategies and techniques employed by teachers to deliver literature lessons.

Literature: A subject in the senior secondary curriculum that includes prose, poetry, and drama.

Academic Performance: The level of achievement demonstrated by students in literature assessments and examinations.

Secondary Schools: Educational institutions offering the six-year program (junior and senior secondary) following primary school.

Project – Impact of teaching methods used in teaching literature on students’ academic performance in secondary schools