Genral Preference and Senior Secondary Schools Literature-in-English Achievement

By David, Fakeye O. | Cross - Cultural Communication, October 1, 2012 | Go to article overview

Genral Preference and Senior Secondary Schools Literature-in-English Achievement


David, Fakeye O., Cross - Cultural Communication


Abstract

This study investigated the extent to which genral preference of students would predict their achievement in Literature in English in selected senior secondary schools in Ibadan. Five research questions were asked while descriptive survey design was adopted for the study. Simple random sample technique was used to select 500 students offering Literature in English in ten senior secondary schools in Ibadan Metropolis. Two research instruments were used in the study namely genral preference questionnaire r = .70 and Literature in English Achievement test r = .81. The data collected were analyzed using frequency count, simple percentages, and regression analysis. The result shows that: the student preferred prose to any other genre (X = 2.57); the preference for prose has significant contribution to the achievement of the students in Literature in English (b = 0.463; + = 8.472; p < 0.05); and prose literature is the only genre capable of predicting students' achievement in Literature. Based on the findings, recommendations were made that students' interests should be developed in other genres not preferred through good instructional strategies for optimal performance.

Key Words: Genral preference; Predictor; Achievement; Prose; Poetry; Drama

INTRODUCTION

The word Literature was derived from the Latin word literal which means a letter of the alphabet. In a wide sense, literature is taken to mean every expression in letters that is written down (Okolo, 1993). But to Scholars of literature the term does not apply to every form of written expressions it is limited to certain categories of written expressions which have artistic merit or aesthetic appeal.

Okolo further explained that literature is a work of art created with words either oral or written, whose value lies in its impressive nature and ability to arouse admiration.

The Oxford English dictionary (2002) defined Literature as pieces of writing that are valued as works of art, especially novel, plays and poems.

Rees (1973) sees it as "writing which expresses and Communicates thoughts, feelings and attitudes towards life" Moody (1968), in his own words says:

Literature springs from our in-born love of story or arranging words in pleasing patterns, of expressing in words some special aspects of human experience. It is usually set down in printed characters for us to read, though some forms of it are performed on certain accessions.

Literature, he further states, has different forms as poetry, drama, prose and the short story. All of these are works of imagination or works that give the individual the capacity for invention. He, however, tries to bring out the difference between literature and other subjects when he observes that: the writer of literature is not tied to fact in quite the same way as the historian, the economist or the scientist whose studies are absolutely based on what has actually happened, or on what actually does happen in the world of reality.

According to Owoeye (2003), the primary aim of literature is to give pleasure, to entertain those who voluntarily attend to it. It also brings us back to the realities of human situations, problems, feelings and relationship. She further states that the importance of literature in the school curriculum cannot be underestimated. It plays an important role in the achievement of the goal that education aims at: the complete development of the individual.

Moody on the place of literature in the educational system says that:

Literature offers a vast reservoir of human experience and of judgment, of experience, a development of imagination and an entry into human situations which otherwise might fall outside our Ken.

Furthermore, it develops the cognitive domain of the Individual as it develops the capacities for discrimination, judgment and decisions. It helps in language development as it is a tool for understanding language because it is easily learned in real situations and an endless series of situations in which language is heard or in use. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Genral Preference and Senior Secondary Schools Literature-in-English Achievement
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.