Learners’ Perception Of Literature Education As Determinant Of Societal Reformation
CHAPTER ONE
1.0 Introduction
1.1 Background to the Study
Literature reflects society in all its aspects; it is generally called the mirror of the society. Literature covers the major genres of poetry, drama and novel. According to Roshni (2015: 179) “A literary man is as much a product of his society as his art is product of his own reaction to life. Even the greatest of artists is sometimes a conscious, sometimes an unconscious exponent of his time-spirit. The time-spirit is the total outcome, the quintessential accretion of all the political, social, religious and scientific changes of a particular age.”
Literature grows out of life, reacts upon life and fed by life. Generally, we can say that everything in print is literature. But this would be a very vague description of literature. Broadly speaking, “literature” is used to describe anything from creative writing to more technical or scientific works, but the term is most commonly used to refer to works of the creative imagination, including works of drama, essays, fiction and nonfiction. Any work of art in which the emotional content predominates is literature. Literature is the expression of written words. Literature is distinct from all other arts. It has no medium of its own. Many mixed forms of literature exist in it.”
However, Anzar (2017:36) observed that “Literature is more than what we see and perceive. Its boundaries cross our lives, our traditions, culture, social relations, national unity and a lot more. It serves as a reflection of reality, a product of art, and window to an ideology, everything that happens within a society can be written, recorded in, and learned from the piece of literature. Whether it is poetry or prose, literature provides insight, knowledge, or wisdom, and emotion towards the person who partake it entirely. Our life is manifested in the form of literature. It is an embodiment of words based on human tragedies, desires, and feelings. It cultivates wonders, inspires a generation and feeds information. Even though it is dynamic, endless, multi-dimensional, literature contributes significant purpose to world we live in”
Michael Hanne (1994) opened his book The Power of the Story: Fiction and Political Change with a more specific question, "Can a novel start a war, free serfs, break up marriages, drive readers to suicide, close factories, bring about a law change, swing an election, or serve as a weapon in a national or international struggle?" The answer to this question is in the affirmative. Sometimes, literature becomes instrumental in bringing about minor or major changes in society. Frank Palmer (1992:182) calls this the "educative power" of literature (p. 182). D. H. Lawrence (as cited in Palmer, 1994) believes that readers of stories educate themselves "in the feelings" of other fellow human beings. They look into the novels and "there listening. Not to the didactic statements of the author, but to the low, calling cries of the characters, as they wonder in the dark woods of their destiny".
Through literature education, students will interrogate the relationship between literature and social action and investigate the context for such action through the workings of historical and contemporary organizations. Through shared readings, archival research, and visits to local organizations, students will read the challenges and constraints faced by individuals and groups seeking social change; the rhetoric used by individual authors and by organizations; and the role of literature in reform movements, including readers' reactions to works that expose social ills. By connecting literature to context and to practice, students will investigate the complex web among writers, communities, social issues, and social change and will embark upon their own research projects as acts of civic engagement.
Thus, against this background, this study examined learners’ perception of literature education as determinant of societal reformation in selected secondary schools in Egbeda local government area of Oyo state.
1.2 Statement of the Problem
It is very sadden that majority of students in Nigeria are at risk of going straight from an oral to a digital culture, skipping over the writing and reading culture in the process of education. There is generally a poor reading culture in the country; the rich literary history the country is famous for gradually been eroded. Once upon a time, the country paraded the best set of authors and publishers in Africa. Then, reading was an innate affection from young-hood till old age. This reading inclination reflected so much on the quality of leadership and civil discipline that brought pride to Nigerians anywhere in the world.
The downturn in literature and other books readership actually has a global dimension, especially given the onslaught of the digital revolution. Globally, the influence of new technology has altered the disposition to reading especially school students. Before now, schools engage and participate in reading activities to enhance the thinking and creative ability of students.
Consequently, the moral, social, economic, political reformation massages which literature education intend to pass are totally short circuit by the students due to their derelict attitude towards this miraculous tool that when touches the heart, it is sure that it will not remain the same. Despite that literature is one the core courses offered in both junior and secondary schools in our society still it has been perceived as weakly.
1.3 Research Questions
To achieve the objective of this study the following research questions are raised and to be answered.
1. How do learners perceive literary study?
2. Are there factors determining learners’ inclination to reading of literary texts?
3. Are there any messages in literature that can serve as determinants for societal reformation?
4. What are the motivational strategies for a successful literature education?
1.4 Purpose of the Study
This study focused on the learners’ perception of literature education as determinant of societal reformation in selected secondary schools in Egbeda local government area of Oyo state. This study aim at correction of students’ poor perception to reading of literature and lure their attention to effective reading of literature to achieve one of the aims and objectives of education, which is societal reformation.
1.5 Significance of the Study
This study investigates learners’ perception of literature education as determinant of societal reformation in selected secondary schools in Egbeda local government area of Oyo state. Thus, the finding of this study is expected to reveal that there is a lot of stimulating ingredients in literature that can influence life. Therefore, teachers, learner, and generality of the people have to grab that accordingly.
The findings of the study is hoped to give teachers and learners with insight on the fact that literature is an educative source, literature plays a significant part in human life. Literature works with direct or implied moral. A great deal of examples can be drawn from different genres. So literature is an emphatic force of education.
The findings of the study is expected to acquaint the generality of people in the society with the minimum standards for literature education as a vital courses and prompt review of accredited literature courses in all level of education.
Finally, the study is envisaged to contribute to the existing body of knowledge in Education.
1.6 Scope of the study
This research work will be restricted solely on examined learners’ perception of literature education as determinant of societal reformation in selected secondary schools in Egbeda local government area of Oyo state.
S/N Schools Numbers of participants
1 Bishop Philip Academy 15
2 Community High School Alakia/Isebo 15
3 Egbeda Community High School Egbeba 15
4 Urban Day Grammar School, Old Ife Road, Ibadan 15
1.7 Limitation of the Study
The study will be limited to all accessible public secondary schools students in Egbeda local government. This study will cover five (5) schools in the study area and 20 students will be randomly selected in each school. In other words, the population of the study will be 100 students.
1.8 Definition of Terms
Learners' perception: The thoughts which learners have about their learning activities, which are shaped by their background knowledge and life experiences, and influence their behaviour toward learning.
Literature: a body of written works. The name has traditionally been applied to those imaginative works of poetry and prose distinguished by the intentions of their authors and the perceived aesthetic excellence of their execution.
Education: the process of receiving or giving systematic instruction, especially at a school or university.
Societal Reformation: it refers to any attempt that seeks to correct any injustices in a society. It is a kind of social movement that aims to make gradual change, or change in certain aspects of society, rather than rapid or fundamental changes.
CHAPTER TWO
2.1 Literature Education as a Concept
Literature grows out of life, reacts upon life and fed by life. Generally, we can say that everything in print is literature. But this would be a very vague description of literature. Etymologically, literature has to do with letters, the written as opposed to the spoken word, though not everything that is written down is literature. As a classification, it does not really have any firm boundary lines. Anzar (2017:98) opines “broadly speaking, “literature” is used to describe anything from creative writing to more technical or scientific works, but the term is most commonly used to refer to works of the creative imagination, including works of drama, essays, fiction and nonfiction. Any work of art in which the emotional content predominates is literature. Literature is the expression of written words. Literature is distinct from all other arts. It has no medium of its own. Many mixed forms of literature exist in it.
According to Roshni (2015:181) literature is the revelation of beauty. Beauty is the expression of emotion and all such expression without any exception is beautiful. Beauty is seen as value, positive, intrinsic and objectified‘. We may explain this in less technical language as pleasure regarded as the quality of a thing. Aesthetic pleasure or beauty differs from pleasure in general on account of its objectification. Long before human civilization started in this world, stories were found among the constellations, beneath the depths of the oceans, and within the woodland realm. Long before language was invented, stories were told and engraved upon stone tablets and walls carvings. Long before human began to know how to read and write with the words that our ancestors created, literature already existed.
Literature Education has attracted man interest and has an overwhelming approach in this 21st century era. It is the only means to connect the world with each other, morally, socially, economically and politically. Karnik, and Showkat (2015:430) observed that studying literature allows us to understand the philosophical movements and ideas that permeated a particular culture at particular time. Literature has had a major impact on the development of society. It has shaped civilizations, changed political systems and exposed injustice. Literature gives us a detailed preview of human experiences, allowing us to connect on basic levels of desire and emotion. It is transparent that literature shows versatile dimension and deals with every aspect of life more or less. It is to be mentioned that the viewpoint of grasping and the degree of infusing in the conscience of the same literary work can be different in case of different people from different social, political, cultural, economic or intellectual background. There is a lot of stimulating ingredients in literature that can influence life. One has to grab that accordingly. Literature is a road that is much travelled, though the point of arrival, if ever reached, is seldom satisfactory.
In literature, we find stories designed to portray human life and action through some characters who, by their words, action and reaction, convey certain messages for the purpose of education, information and entertainment. It is impossible to find a work of literature that excludes the attitudes, morale and values of the society, since no writer has been brought up completely unexposed to the world around him. Nayar (2009:36) opined “What writers of literature do is to transport the real-life events in their society into fiction and present it to the society as a mirror with which people can look at themselves and make amends where necessary. Thus, literature is not only a reflection of the society but also serves as a corrective mirror in which members of the society can look at themselves and find the need for positive change. It is necessary to take a close look at some works of literature, in order to understand how literature actually reflects the society.”
According to Karnik, and Showkat (2015: 59) Literature has two roles, an active, engaging role and a passive, reflective role. The active role represents the very action of reading. This role is a significant part of an individual’s development. From reading an individual forms ideas and concepts about the world in which they live. These ideas and concepts form together into an ideology of sort. From this ideology stems individual motivation, action, and engagement. The second role is distinguishable from the first in that it is a thing observed, rather than a thing done. The reflective role of literature is to show society the history of ideologies, of thought and of action. It allows the individual to understand how a society functioned and why it functioned that way.
Buttressing the above Anzar (2017:59) sees Literature as the foundation of humanity’s cultures, beliefs and traditions. It serves as a reflection of reality, a product of art, and a window to an ideology. He further asserts that Literature is also a tool for the foundation of religion. The Holy Bible, one of the oldest written scriptures, is compilation of tales, beliefs, and accounts that teach about Christianity. Within a span of more than a thousand years from the Prophet Moses to the Apostle Paul, Bible was written by numerous authors believed to be inspired by God’s divine wisdom and tried to explain about the mysteries of life as well as setting rules for one’s personal faith. The same goes with Quran for Muslims, Torah for Jews, and Bhagavad Gita, Ramamyana and Vedas for the Hindus. Literature explains human values. The works of Plato, Socrates, and Aristotle (the most famous Greek Philosophers) contain virtues that promote perfection to a society if only human being have the willingness to uphold and practice them.
2.2 Literature Education and Societal Reformation
We all know that literature mirrors society. What happens in a society is reflected in literary works in one form or another. Literature is an instrument of revolution, political turmoil, societal injustice, and genocidal conquest can all be ended and resolved in the form of literature (Parkinson & Thomas, 2000:590). A writer can be a warrior with his words as his weapon. He can be a revolutionist by writing literary pieces that exploits corruption in his fellow countrymen. Literature in the present generation still exists as an expression of art, a source of knowledge, and an instrument of entertainment. Books are being read seriously by readers who crave for information and recreationally by those who are passionate in exploring their imagination. Literature kindles new ideas. It gives voice to the people who want to express their opinions about certain things in life, whether it be in politics, health, religion, and like that. Literature is the heart of songs, rhythm, and harmonious pieces that give message and inspiration to people (Sivapalan, and Subramaniam, 2014:108).
Literature has a great importance in the development and exposition of inner realities of the societies. Much the most common approach to the relations of literature and society is the study of works of literature as social document, as assumed pictures of social reality. It cannot be doubted that some kind of social picture can be abstracted from literature. Indeed, this has been one of the earliest uses to which literature has been put by systematic students. Thomas Warton (1974) in Anzar (2017:59), the first real historian of English poetry, argued that literature has the “peculiar merit of faithfully recording the features of the times, and of preserving the most picturesque and expressive representation of manners”; and to him and many of his antiquarian successors, literature was primarily a treasury of costumes and customs, a source book for the history of civilization, especially of chivalric and its decline. Literature has a deep and direct link with human life and its realities.
It is a vague concept that literature is something which has only an abstract significance and that literature is totally divorced from life. And equally vague is the concept that literature is a dweller of the land of fancy and imagination. It is more than this. As a matter of fact, life and literature are two separate things. A creative literature grows out of the real situations and events of life and life without a creative and constructive literature, has no inner significance Subramaniam, Shahizah, and Koo, (2003). Meanwhile, Sivapalan, and Subramaniam, (2014:112) submit that Literature is one of the trails blazed by human through, alone. After the needs of daily life are satisfied, man follows the lead of curiosity and explores the mysteries of life. The passion for knowledge, the desire to understand life and make oneself at home in the universe has perennial spring in human nature.
Culture is transmitted to new generations, through education, but is known and learned by other cultures. Literature allows us to transmit the profound meaning of a determinate culture, its stereotypes, archetypes and collective in conscience, creating the possibility of social change through a critic that is able to act into the subliminal world of emotions. Ethical emotions or ethical feelings are new matters of study that deserve to be centre of researches and specialized scientific studies (Riikka 2018:230).
Furthermore, (Daskalovska and Dimova 2012:322) submit that literature offers a different form of learning rather than just providing information; it requires us to experience, to participate. Works of literature are not just about human issues; the power of literature is that it makes issues come alive for the reader. If the heart of literature is its exploration of human experience, consideration of the formal and aesthetic properties of a work of literature must be secondary to consider of the social values and ethical dilemmas presented by the work. Bertolt Brecht once said he did not want people to leave his plays thinking about the theatre, he wanted them to leave his plays thinking about the world. In like fashion, our students want to use literature to think about the world, not just to think about the formal aspects of literature. Literature reflects the various experiences, ideas, passions of human beings in their daily life that express on several forms and styles of literary works. Since, literature directly derives from human life, it can increase our knowledge and experience about human problems includes values, morals, cultures and human interests. After reading a literary work, the reader may get a certain impression of what he/she has read. As a product of human culture literature has its own functions. Literature has two functions. The first is literature of power. Literature of power means that the function of literature as power is to move the heart and mind of the readers. The second is literature of knowledge. Literature of knowledge has the function to teach.
Literature also functions to contribute to several of human lives. In education programme, literature may give significant contribution for students‟ development and knowledge. The contribution of literature in education covers intrinsic values and extrinsic values. The intrinsic values are the reward of a lifetime of wide reading recognizable in truly literate person while the intrinsic values facilitate the development of language skills and knowledge. The relation between literature and society is usually discussed by starting with the phrase, derived from De Bonald (1989:297) that “literature is an expression of society.” But what does this axiom means? If it assumes that literature at any given time; mirrors the current social situation “correctly,” it is false; it is commonplace, trite, and vague if it means only that literature depicts some aspects of social reality.
Critics of different persuasions have commented on the role of the literature in the representation of society. While some espouse the view that the literature , like any other discipline, should focus on achieving aesthetic excellence (‘art for art’s sake’ critics); a more sociologically inclined group insists that any art that fails to address one or more aspects of social reality should be discountenanced.
Lukàcs (1969) in (Daskalovska and Dimova 2012:490) stress the affinity between the novel and society because a discussion of one invariably involves the other. He asserts that “society is the principal subject of the novel, that is, man’s social life in its ceaseless interaction with surrounding nature which forms the basis of social activity and with the different social institutions of customs, which mediate the relations between individuals in social life”. Van Peer (1991) in (Riikka 2018:49) highlights further the connection between the novel and society. He contends that textual studies should not be limited to their aesthetic values. In other words, attention should also be directed at their sociological content in order to achieve a holistic appreciation of their meaning. To him therefore:
the production and consumption of text and discourse serve particular purposes. Apart from aesthetic ones, which are studied in poetics and stylistics, texts represent social values and traditions and relate to ideological positions [which] originate in extra-textual structures of reality and society. (p.15)
He concludes that literary texts embody the societal values and contradictions associated with them.
Achebe (1988:679) is of the view that literature should be a tool for education, reformation and social engineering. For him art and society are not mutually exclusive. Rather, art should be employed in the service of the society. He notes that “art is man’s constant effort to create for himself a different order of reality from that which is given him; an inspiration to provide himself with a second handle on existence through his imagination”. This view aptly explains his mission in his literary works. The world he creates in them is not intended to supplant the real one, but to complement it. Literature and society are therefore for him irretrievably interconnected. Elsewhere, Achebe (2002:467) restates his thesis by identifying the qualities a work should possess to contribute meaningfully to the society. He observes that “a literature which draws its sustenance from the life lived around it and develops imaginative identification with that life has a good chance of achieving the quality and the authority of prophetic utterance’. This Corroborating the view of Carrol (1990:398) when he agrees that African writers are deeply engaged in re-educating their society; a re-education necessitated by the long period of colonialism and its attendant effect that have completely eroded the humanistic values that were traditional to the African. He concludes therefore that “African writers have employed literature in one of its traditional roles to explore and open up new or neglected areas of experience by clearing the ground of prejudice and preconception”.
Bayer (2001) holds a similar view. He argues that the trend that compels African writers to commit their art to political concerns will likely subsist for a long while. Thus to him, “with no end of neo-colonialism in sight, post-colonial writing and criticism will retain a special responsibility for political involvement, which finds its cause in the specific political situation of the formerly colonized nations” (Yakubu, 2001, p.138).
Many critics acknowledge that in Africa the writer is basically a social reformer and his art is his weapon (Ngugi,1972; Killam, 1973; Dathorne, 1974; Soyika, 1976). Hence, African writers often shy away from the kind of abstractions explored in western literature because they believe that the socio-political realities of the West are significantly different from those of Africa.
However, whether African works have explicitly socio-political themes seems not to be an issue; rather, it is the conscious concern in such works to embody materials and ideas that are derivable from their society. This is why the perennial political hiccups in Africa are often the focus of exploration in its literature. This state of affair clearly informs Theo Vincent’s assertion that “no other literature in contemporary times has been as influenced by politics in its production as African literature” (Yakubu, 2001, p.170).
These views approximate those of Killam (1973) who argues that:
Most African writers have felt from the beginning, and especially since the early 1950s, a special obligation to the societies in which they function; they have determined that literature has a social function to interpret and educate society. . . . That is, African literature speaks primarily for and to the people of its own country, and expresses their hopes and fears and aspirations. (p.xii)
Julien, Mortimer and Schade (/1986) in their study of the social and political dimensions of African literature highlight the inseparable connection between African literature and the socio-political realities in the continent. To them “literature and orature in Africa are acts of communication [that] reflect social and political values” (p.1). Folorunsho (1993:40) brings their argument closer home in his analysis of the social function of literature in Nigeria. He identifies several factors that contribute to the growth of Nigerian literature and what Nigerian artists have achieved through them. So he declares that, “Nigerian literature manifests the struggles of a people whose country is undergoing the painful process of transformation from colonial through neo-colonial to a wholly self-determining nation”.
Several other critics have acknowledged the interrelationship between not only the novel and society but also the writer, the critic and the characters represented in the novels. The reality of the literary product is conceptualized within the environment from which it evolves and the aspects of society reflected in it. Cook (1977:567) observes that writers who are genuinely socially conscious set their works within the framework of the society to highlight the point that literature and society are interdependent. To Soyinka (1976), the idea that literature in whatever form could have an “objective existence” is alien to the African world. Yet, he argues that, “the reflection of experience is only one of the functions of literature” (p.64). This implies that literature can be directed toward the attainment of a variety of objectives. Hence, the engagement of literature with social experience becomes in a manner of perception, an “ideological projection,” a social vision which he is convinced “holds the most promise for strengthening the bond between experience and medium since it prevents the entrenchment of the habitual, [and] the petrifaction of the imaginative function by that past or present reality upon which it reflects” Subramaniam, Shahizah and Koo (2003:567).
2.3 Reviews on Learners’ Perception on Literature
The attitudes of students play a great role in determining the successful learning for the students themselves. It is an important concept because it plays a key role in language learning and teaching (Derakhshan et al., 2015:567). They would appear to influence students’ success or failure in their learning (AlTamimi & Shuib, 2009:177). Students with positive attitudes will spend more effort to learn the language by using strategies such as asking questions, volunteering information and answering questions (Baker, 1993 as cited in Ghazali, 2008:47). Students may like learning English, but their perceptions towards the literature component might not be as positive. Students can be negative, resenting their learning of the literature component. As shown in the findings of a study done by Nasharudin (2008: 56), a group of students admitted that they are interested in learning English.
However, they reacted differently when learning the literature components during the English period. Although, literature seems to give opportunities for more interesting and expressive information and activities for students to explore, not all may perceive it to be something that is positive. As shown is the findings of a study conducted by Halim (2006:45), only a minority of students liked literature while the majority hated it. A few of them liked literature as they liked reading. They perceived literature as something that was full of adventure for them to discover, challenging their minds, enabling them to read out about other people’s experiences and learning from them. Most of the students who liked literature felt that the literary texts are full of comprehended words.
2.4 Factors Determining Learners’ inclination to reading of literary Texts
One of the main challenges in learning literature are caused by the text itself, such as the language of the text, especially when there is a mismatch between the selection of texts and students’ language ability. Novelist as a Teacher” (1965); Mutiso’s Socio-Political Thought in African Literature: Weusi? (1974); Julien, Mortimer, and Schade’s African Literature in its Social and Political Dimensions (1986); and Gakwandi’s The Novel and Contemporary Experience in Africa (1977) to mention just a few (Irene, 2015:872).
According to Agee (1998:365), even teachers cannot agree on the type of texts that should be taught although they generally agree that the texts should promote intellectual development, independent thinking, are interesting to adolescents and meet certain cultural and aesthetic standards (as cited in Ghazali et al., 2009:37). Arvidson and Blanco (2004:121) stated that, struggling readers share the same problems which are weak comprehension, lack of interest and confidence (as cited in Ghazali et al., 2009:42). They spend a lot of time looking up or guessing meanings of words which might result in regressive eye movement, losing sight of the plot or the bigger picture by the time they reach the bottom of the page or the end of the story.
Moreover, Parilah (2015:332) noted that among the key factors that determine learners inclination towards reading literature texts are:
Diction of the text and relevancy of the reading task to the learners lives;
Comfort-ability of atmosphere in the classroom and availability of the reading materials;
Teachers’ constant support of learners’ point of view pertaining to the literary text;
Teachers’ mastery of the subject matter and good command of English;
Learners’ ample opportunities to engage in sustained readings;
Learners’ opportunities to make choices about what they read and how they engage in and complete literacy tasks;
Learners’ opportunities to socially interact with others about the texts they are reading.
2.4 Motivational Strategies for a Successful Literature Education
Indeed, one of the major issues that determine learners’ inclination to literary texts is the diction use in the text. To avoid frustration and students’ lack of participation, it is vital to ensure that the language of the text matches students’ proficiency level and that there is a match “between the linguistic expectations in the language syllabus with those of the literature component syllabus” (Subramaniam, 2002 as cited in Ghazali et al., 2009:67). Unfamiliar vocabulary, grammar and sentence structure hamper students’ understanding of texts. Noraishah (2015) submit that the selection of texts must meet students’ interest in order to promote the positive perceptions among the students pertaining to the literary text. Therefore, as suggested by Sidhu (2003:67) in her study, the choice of selection of text should no longer be the only choice of a panel of teachers and educationists but it has to be discussed and enquire perception of all teachers or at least representative of teachers from each school. This is because these teachers are the one who deal directly with the students themselves thus are more aware on the needs of their students in terms of the preference of literary text. It is beneficial if English teachers could put an extra effort to plan and administer some sort of need analysis to find out the kind of genre favour by majority of their students before deciding on a novel to be used in their school. It is believed that chosen literary texts which are favoured by most students and teachers will increase the effectiveness of teaching and learning literature component in ESL classroom.
Besides that, Sidhu (2003:73) opined on the importance of a more diverse and challenging activities or programme of teaching literature that could go hand-in-hand with the current literature programme. Teachers should be more creative in implementing interesting teaching style to motivate and encourage students to learn literature. Teachers need to be shown models of good teaching either through simulated teacher training or video clipping of actual teaching session. Great and creative teachers will be able to help their students to discover the joy of learning literature and develop a reading habit among their students. Furthermore, Sidhu (2003:74) noted that students should be aware on the importance of extensive reading or reading for pleasure. Hence, teachers could make their students realise that there are other important and long term benefits of learning literature rather than only for the sake of answering literature section in examination. In addition, teachers should be made to rediscover the joy of learning literature so that they do not become too dependent on worksheets and workbook available in the market.
Another aspect to be considered is students’ interest in ICT, therefore, learning literature with the integration of ICT should be incorporated into system; indeed, current technologies in their literature lesson can cater students’ needs. This correlate with the opinion of Yunus et al. (2013:176) one of the effective ways to enhance the teaching and learning of literature is by incorporating ICT; it can be used as a learning tool in education and a powerful tool in enhancing the teaching and learning process. Besides that, teacher should encourage the use of Internet among their students in learning literature as Yunus, Nordin, Salehi, Embi, Mahamod (2012:45), proved that it has successfully presented information and knowledge materials which is engaging, familiar and comfortable for the learners. It is assured that the kind of teaching and learning techniques use by teachers play a huge role in making their literature lesson a success.
Rahma and Tahra (2012:49) observed that most of the students think of literature lesson as an interesting lesson, if the teachers plan and carry out creative activities such as role playing, storytelling and games. Most likely these students prefer a more structured program through interactive learning by themselves. Teachers should therefore make sure classes are filled with intriguing environment which means a more student-centred kind of style. As a result, students will be more comfortable, keen and passionate on learning literature in English Language Classroom. These desires are adequate and need to be fulfilled in order to instill good habit in terms of teaching.
Literature offers texts with representational language. Representational language means that the text has multiple levels, such as unpredictability, figurative language, and opportunities for personal interpretation (Murphy 1997:86). Therefore, students should be provided with Literary texts that contain linguistic diversity with various different forms of language that are not present in the textbooks, such as irony, exposition, and narration. The authentic reading materials also challenge the students to improve their own language skills, which can be a motivating feature for the students of learning language, as reported in a study conducted by Shelton (2012:89). In the study, students learned to adjust their reading strategies during continuous exposure to challenging literature, and therefore, improved their skills quickly.
Gambrell (2011:87) identifies seven research-based rules of engagement that foster the reading motivation in students. According to Gambrell, these seven rules of engagement suggest “students are more motivated to read:
• when the reading tasks and activities are relevant to their lives,
• when they have access to a wide range of reading materials,
• when they have ample opportunities to engage in sustained readings,
• when they have opportunities to make choices about what they read and how they engage in and complete literacy tasks,
• when they have opportunities to socially interact with others about the texts they are reading,
• when they have opportunities to be successful with challenging texts,
• when classroom incentives reflect the value and importance of reading”
CHAPTER THREE:
METHODOLOGY
This chapter deals with the procedure used in carrying out this study. It includes research design, population, the sample and sampling techniques, instrumentation, methods of data collection and the analytical tools employed in the study.
3.1 Research Design.
Descriptive survey method will be employed in the study. The design will be attempted to examine learners’ perception of literature education as determinant of societal reformation in selected secondary schools in Egbeda local government area of Oyo state.
Thus, the researcher tries to gather data on the identified research problem without manipulating any of the variables in the study.
3.2 Population of the Study
The target populations for the study comprised all art class students in public secondary schools in Egbeda Local Government Area, Oyo Sate.
3.3 Sample and Sampling Techniques
The study employed simple random sampling technique. Thus, sample for the study consists of three public secondary schools in Egbeda Local Government Area, Oyo Sate. In each school 20 will be randomly selected and the prepared questionnaire will be administered.
S/N Schools Numbers of participants
1 Bishop Philip Academy 15
2 Community High School Alakia/Isebo 15
3 Egbeda Community High School Egbeba 15
4 Urban Day Grammar School, Old Ife Road, Ibadan 15
3.4 Research Instruments
The instrument used for the study is “questionnaire”. The questionnaire was designed and addressed by the target population to obtain the necessary information required in achieving the objectives of the study. The Questionnaire was divided into two sections. Section ‘A’ provided Demographic Information of the respondents and partly explains how the questionnaire is to be filled, while other sections focus on research questions. Section ‘B’ contained items related to raised research questions key for the responds were: Strongly Agree=SA, Agree=A, Strongly, Disagree=SD and Disagree=D. lastly,
3.5 Validity of the Instruments
The instrument will be subjected to both face and content validity to ensure that they measured what they are expected to measure. Face validity entails looking at questionnaire and deciding if it really measures what it expected to measure. Content validity on the other hand, it has to do with the use of recognized subject matter experts to evaluate whether questionnaire assess defined content.
3.6 Reliability of the Instrument
Pilot test of the instrument was carried out to observe how the respondents react to both questionnaires; whether the items are clear enough and easily understood, whether there is the need to include more items in certain areas, or whether there are some items to which they would not like to respond, etc. This will help determine the internal consistency and reliability of the questionnaires. A total of 5 teachers will be randomly selected from a junior secondary school as a sample outside the area of study, copies of the instrument will be administered as a small, the results will be analysed to determining the validity of the instrument.
3.7Data Collection Procedure
Permission was sought from the school authorities and the participants were enlightened on how to attend to the Questionnaire, the participants thereafter were asked to complete the questionnaire. Ethical issues of assurances were given on the basis of confidentiality and discretion of the study. The participants were informed of the purpose of the study and its seriousness and they shall be encouraged to be truthful in their responses. The researcher administered the questionnaire with the assistance of one research assistant that assisted in the distribution and collection of the questionnaires.
3.8 Methods of Data Analysis
Data collected were analysed with the use of percentages for each of the items was calculated and analysed based on respondents responses to each item.
CHAPTER FOUR
DATA ANALYSIS AND DISCUSSION OF FINDINGS
4.1 DEMOGRAPHICAL DATA
Table 4.1: Gender distribution of respondents
Gender Frequency Percentage
Male 29 48.3
Female 31 51.7
Total 60 100
Table 4.2: Age Distribution of Respondents
S/N Age Range Frequency Percent
1. 10 - 15 years 36 60
2. 16- 20 years 17 28.3
3. 21 and above 7 16.7
Total 60 100
From table 4.2 above, it could be inferred that majority of respondents were in range 10 – 14 years with 60% scale.
Table 4.3: Academic Level of Respondents
S/N Class Frequency Percentage
1. JSS 1 to 3 24 40
2. SSS 1 to 3 36 60
Total 60 100
From table 4.3 above, it could be inferred that majority of respondents were in JSS 1 to 3 with 60% scale.
4.2 Data Presentation and Analysis of Research Questions
Table 4.4 Research Question 1: How do learners perceive literary study?
N/S Items Strongly Agreed Agreed Strongly Disagreed Disagreed Mean (X)
1. Reading of literary texts keeps you abreast of life events 36
(60%) 18
(30%) 2
(3.33%) 4
(6.67%) 1.57
2. Including literature in your study menu list is good 31
(51.67%) 22
(36.67%) 2
(3.33%) 5
(8.33%) 1.68
3. Literary study have a lot of fun fare 30
(50%) 25
(36.67%) 1
(1.67%) 4
(6.67%) 1.68
4. When faced with life difficulties, experience from stories can be used to solve them. 33
(55%) 24
(40%) 2
(3.33%) 1
(1.67%) 1.52
5. Literature serves as mirror to see the world around one. 32
(53.33%) 23
(38.33%) 1
(1.67%) 4
(6.67%) 1.62
Weighted Average = 1.57
From table 4.4, it could be inferred that learners perceived literary studies positively while majority of the learners strongly agreed and agreed to the items. Also, with the mean score which weighted average was (1.57) and was greater than zero proved that the items relevantly are useful.
Table 4.5 Research Question 2: Are there factors determining learners’ inclination to reading of literary texts?
N/S Items Strongly Agreed Agreed Strongly Disagreed Disagree Mean (X)
1. You read literary text when its language is very simple. 43
(71.67%) 15
(25%) 1
(1.67%) 1
(1.67%) 1.33
2. The title of literary texts motivate me towards reading them 39
(65%) 19
(31.67%) 00 2
(3.33%) 1.35
3. Teachers’ encouragement motivates you to read literary texts. 29
(48.33%) 29
(48.33%) 1
(1.67%) 1
(1.67%) 1.57
4. Teachers’ constant support of learners’ point of view pertaining to the literary text encourage them towards reading more. 29
(48.33%) 28
(46.66%) 2
(3.33%) 1
(1.67%) 1.58
5. When the atmosphere of environment where reading took place comfortable it eases learners’ reading task. 24
(40%) 31
(51.67%) 2
(3.33%) 3
(5%) 1.73
Weighted Average = 1.58
From table 4.5, it could be inferred that there were factors determining learners’ inclination to reading of literary texts while majority of the learners strongly agreed and agreed to the items. Also, with the mean score which weighted average was (1.58) and was greater than zero proved that the items are relevantly useful.
Table 4.6 Research Question 3: Are there any messages in literature that can serve as determinants for societal reformation?
N/S Items Strongly Agreed Agreed Strongly Disagreed Disagreed Mean (X)
1. Literature teaches man moral lessons to become a balance personality in the society. 42
(70%) 16
(26.67%) 2
(3.33%) - 1.33
2. Literature preaches leadership skills for good governance. 37
(61.67%) 23
(38.33%) - - 1.38
3. Literature serves as cultural transmission. 32
(53.33%) 28
(46.67%) - - 1.47
4. Literature exposes corruption, bribery and other act of immorality in the society and tends to correct it 45
(75%) 25
(41.67%) - - 1.58
5. Literature preaches unity, peace, equality of races and cooperation to have better society. 37
(61.67%) 22
(36.67%) 1
(1.67%) - 1.40
Weighted Average =1.45
From table 4.6, it could be inferred that there were messages in literature that can serve as determinants for societal reformation, while majority of the learners strongly agreed and agreed to the items. Also, with the mean score which weighted average was (1.45) and was greater than zero proved that the items are relevantly useful.
Table 4.7 Research Question 4: What are the motivational strategies’ for a successful literature education?
N/S Items Strongly Agreed Agreed Strongly Disagreed Disagreed MEAN (X)
1. Reading in conducive atmosphere encourages you in reading. 42
(70%) 13
(21.67%) 5
(8.33%) - 1.38
2. Access to a wide range of reading materials encourages you to read literary texts 31
(51.67%) 24
(40%) 2
(3.33%) 3
(5%) 1.62
3. You read when the reading tasks and activities are relevant to your lives. 30
(50%) 25
(41.67%) 4
(6.67 1
(1.67%) 1.6
4. classroom incentives reflect the value and importance you attached to reading literary texts 32
(53.33%) 25
(41.67%) 2
(3.33%) 1
(1.67%) 1.53
5. Opportunities to socially interact with others about the texts you read encourages you to read more.
25
(41.67%) 26
(43.33%) 8
(13.33%) 1
(1.67%) 2.17
Weighted Average = 1.62
From table 4.6, it could be inferred that itemized motivational strategies could be adopted for a successful literature education, while majority of the learners strongly agreed and agreed to the items. Also, with the mean score which weighted average was (1.45) and was greater than zero proved that the items are relevantly useful.
Discussion of Findings
Research question one was on how do learners perceive literary study. From the result of the findings, it was revealed that majority of learners’ perceived literary study positively. It was revealed that reading of literary texts keeps them abreast of life events; including literature to their study is good, literary study have a lot fun fare. Also, it was revealed that when faced with life difficulties, experience from stories can be used to solve them; and literature serves as mirror to see the world around one. This result corroborate with the assertion of Anzar (2017) who sees literature as the foundation of humanity’s cultures, beliefs and traditions. It serves as a reflection of reality, a product of art, and a window to an ideology. Also, correlate with the submission of Karnik, and Showkat (2015) Literature has two roles, an active, engaging role and a passive, reflective role. The active role represents the very action of reading. This role is a significant part of an individual’s development. From reading an individual forms ideas and concepts about the world in which they live. These ideas and concepts form together into an ideology of sort. From this ideology stems individual motivation, action, and engagement. The second role is distinguishable from the first in that it is a thing observed, rather than a thing done. The reflective role of literature is to show society the history of ideologies, of thought and of action. It allows the individual to understand how a society functioned and why it functioned that way.
Research question two was on factors determining learners’ inclination to reading of literary texts. From the result of the findings, it could be inferred that there are essential factors that determine learners’ inclination to reading of literary texts such as: simplicity of the language of literary texts, title of the literary texts, teachers’ constant support of the leaners’ point of view and encouragement keeps them towards reading literary texts as well as conducive environment for reading. The result of this findings buttressed the submission of Parilah (2015) who noted that among the key factors that determine learners inclination towards reading literature texts are: diction of the text and relevancy of the reading task to the learners lives; comfort-ability of atmosphere in the classroom and availability of the reading materials; teachers’ constant support of learners’ point of view pertaining to the literary text; teachers’ mastery of the subject matter and good command of English; learners’ ample opportunities to engage in sustained readings; learners’ opportunities to make choices about what they read and how they engage in and complete literacy tasks; and learners’ opportunities to socially interact with others about the texts they are reading.
Research question three was on messages in literature that can serve as determinants for societal reformation. The result of the findings of these study revealed that, there are messages in literature that serve as determinants for societal reform, such as: moral lessons to become a balance personality in the society; preaches leadership skills for good governance; exposition of corruption, bribery and other act of immorality in the society and tends to correct it. Also, the findings revealed that literature serves as cultural transmission; it preaches unity, peace, equality of races and cooperation to have better society. These findings proved the ideas of scholars and writers like (Daskalovska and Dimova 2012) and (Riikka 2018) who shared their ideas on the importance of literature as tool for societal reformation. (Riikka 2018) who submitted that culture is transmitted to new generations, through education, but is known and learned by other cultures. Literature allows us to transmit the profound meaning of a determinate culture, its stereotypes, archetypes and collective in conscience, creating the possibility of social change through a critic that is able to act into the subliminal world of emotions. Ethical emotions or ethical feelings are new matters of study that deserve to be centre of researches and specialized scientific studies.
Furthermore, (Daskalovska and Dimova 2012) submit that literature offers a different form of learning rather than just providing information; it requires us to experience, to participate. Works of literature are not just about human issues; the power of literature is that it makes issues come alive for the reader. If the heart of literature is its exploration of human experience, consideration of the formal and aesthetic properties of a work of literature must be secondary to consider of the social values and ethical dilemmas presented by the work.
Research question four was on motivational strategies’ for a successful literature education. The findings of the study revealed that motivational strategies like: providing a conducive atmosphere for reading encourages learners to read, access to a wide range of reading materials, relevancy of materials, classroom incentives and reflecting the value and importance attached to reading, and opportunities to socially interact with others about the texts encourages leaners to read literary texts. These results correlate with the results of factors determining learners’ inclination to reading of literary texts. Thus, both result are relatively relevant.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of the major findings, implications; it also puts forth the conclusion made based on the finding. It is hope that useful recommendations that would be made in this study will be implemented by the concerned personalities on learners’ perception of literature education as determinant of societal reformation in selected secondary schools in Egbeda local government area of Oyo state.
5.1 Summary of the Study
The study focused learners’ perception of literature education as determinant of societal reformation in selected secondary schools in Egbeda local government area of Oyo state. In this study all the necessary literatures have been reviewed, conceptual and empirical studies respectively.
The study was structured into five chapters. Chapter one gave the background to the study, statement of the problem, research questions significance of the study, scope of the study, and definition of terms were given within the chapter. Chapter two consisted of the review of the related literatures to the study. Chapter three gave the methodology used in study. The result and discussion of the findings from the analyzed data were presented in chapter four; this chapter is also made up of the description of the findings, the opinion of the respondents on the examined content.
In all, four research questions were raised and analysed. From the results, it was revealed that the learners’ perception of literature education as determinant of societal reformation were positively relevant. It was revealed that reading of literary texts keeps them abreast of life events; including literature to their study is good, literary study have a lot fun fare. Also, it was revealed that when faced with life difficulties, experience from stories can be used to solve them; and literature serves as mirror to see the world around one. Although there are essential factors that determine learners’ inclination to reading of literary texts which are: simplicity of the language of literary texts, title of the literary texts, teachers’ constant support of the leaners’ point of view and encouragement keeps them towards reading literary texts as well as conducive environment for reading. It was revealed that there are messages in literature that serve as determinants for societal reform, such as: moral lessons to become a balance personality in the society; preaches leadership skills for good governance; exposition of corruption, bribery and other act of immorality in the society and tends to correct it. Also, the findings revealed that literature serves as cultural transmission; it preaches unity, peace, equality of races and cooperation to have better society.
Finally, the study revealed motivational strategies that could be adopted for a successful literature education, such as : providing a conducive atmosphere for reading encourages learners to read, access to a wide range of reading materials, relevancy of materials, classroom incentives and reflecting the value and importance attached to reading, and opportunities to socially interact with others about the texts encourages leaners to read literary texts.
5.2 Conclusion
From the outcome of this study, it could be inferred that learners have a good perception for literature education, if the factors that determine their inclination towards reading literary texts are considered and appropriate motivational strategies are adopted, then, literature education can serve as determinant for societal reformation.
5.3 Recommendations
Based on the result of the research finding, this study gives the recommendations:
• There should be provision for a well-planned curriculum on modern literatures in our secondary schools.
• Provision of better and improved production of quality language and literature teachers, provision of modern teaching/instructional materials, improved welfare package for teachers, provision of better infrastructures at both the primary and secondary school levels.
• Improved funding of education at all levels should paramount for both government and all stake holders in the states.
• Well funding of research on the development of orthographies and language documentation that are related to literature.
• Government should promote study of literature and language education in secondary schools and Universities.
• Better and improved funding of libraries in Nigeria.
• Lastly, re-branding literature education policy, a re-branding language and literature education curriculum, effective language use by the media, can lead to successful political mobilization, cultural re-orientation, moral rearmament, youth empowerment and literature education reform that will lead into national rebranding, and the actualization of the goals literature as a tool for societal reformation.
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