Academic journal article Journal of Emerging Trends in Educational Research and Policy Studies

Teachers' Attitudes towards the Integrated Method of Teaching Oral Literature in Secondary Schools in Uasin-Gishu County, Kenya

Academic journal article Journal of Emerging Trends in Educational Research and Policy Studies

Teachers' Attitudes towards the Integrated Method of Teaching Oral Literature in Secondary Schools in Uasin-Gishu County, Kenya

Article excerpt

Abstract

The study investigated the challenges that teachers face while teaching Oral Literature using the integrated teaching method. This paper discusses the attitudes of the teachers towards the integrated method. The target population was the teachers of Literature and English in secondary schools in Eldoret Municipality Uasin Gishu County. All schools in the Municipality contributed towards the study by giving information through the questionnaire instrument. Out of these schools, a few were sampled out to participate in the interview and the observation schedules. Simple random sampling was used to select 12 secondary schools within Eldoret Municipality to participate in the interview schedule and 4 schools to participate in the observation and recording schedule. All the twenty-three schools in the Municipality participated. The Convenient sampling technique was used to select teachers to be observed while teaching in class. Instruments of data collection were the questionnaires, interviews and observation schedules. Descriptive statistical techniques such as frequencies and percentages were used in the analysis of the data collected. The teachers of Literature and English felt that the integrated approach had diluted oral literature. It had reduced it to a mere passage or to a listening and speaking skill. The study aimed at benefiting both the teachers and students of oral literature a by making recommendations aimed at improving the teachers' knowledge and use of the integrated method of teaching in Kenyan secondary schools.

Keywords: teachers' attitudes, integrated method, teaching oral literature, Uasin-Gishu county, Kenya.

INTRODUCTION

The teaching of Oral Literature in Kenyan Secondary Schools had no place in the Kenyan Secondary School syllabus before and immediately after independence. It was totally neglected or haphazardly taught where it had been introduced. According to Akivaga and Odaga (1985), the attempt to structure the Oral Literature syllabus dates back to 1974 when the first Conference of teachers of Literature was held at Nairobi School on 2nd-4th September 1974. The teachers agreed that the teaching of Oral Literature was to have amongst other subjects the objective of enabling students reorganize the positive stream in their culture so that they may look critically at their present day society, thereby developing a true sense of nationhood and national pride.

The study of Oral Literature is very important. One of Kenya's basic educational objectives, according to the Kenya National Examinations Council regulations and syllabus (1993), states that a sound educational policy is one that enables students to understand the culture and environment of their own society before proceeding to learn about other cultures. A sound grounding of the student in his/her people's culture helps him/her become a useful member of the society. Akivaga and Odaga (ibid.) further assert that the study of Oral Literature is an important way of gaining a sympathetic understanding of one's people, for Oral Literature is a people's own means of expressing the way they see the world, their values and their aspirations.

The systematic relationship between Oral Literature and society is such that these two human institutions obviously evolve together and neither of them can exist in isolation from the other. People use the oral word to reflect on their every day experiences and concerns. They create stories, songs, proverbs, riddles and wise sayings which express emotions that concern them such as love, hate, happiness, anguish, hope and despair. Oral Literature reflects their life as a whole. Kabira and Mutahi (1988) argue that, in order to fully understand any community, it is important to look at their literature. Both Written and Oral Literature reflect and shape the lives and ideas of a people. Therefore, to understand the totality of a people's way of life, we must study Oral Literature. …

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