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Abstract
The gradual dissipisation of our culture coupled with the growth of indiscipline and moral decadence among our youths, especially secondary school students, should be a thing of concern for any right thinking Nigerian. Since they are the leaders of tomorrow, the need to inculcate in them that aspect of education that will help to mould their lives and bring about the restoration of warning cultural values becomes necessary. It is on this note that this research work investigates into the methods associated with the teaching and learning of poetry and literature in general in junior secondary schools in Egor local Government Area of Edo State. This research analyses the methods that alienate study and students from poetry and puts forward suggestions aimed
at arresting further deterioration of students interest in poetry, a situation that has so marginalized poetry in school and society that is (poetry) has come to be regarded and actually referred to as a minority interest subject. To that end, this research emphasizes the relevance of poetry in the school curriculum and at the society at large. It also examines the social and pedagogical methods that marginalize poetry in the school system and offers what is considered pragmatic approaches to the selection of materials for and teaching of poetry in Nigerian schools, particularly secondary schools. The approaches suggested here are aimed at stimulating teachers and students interest in poetry sufficiently for them to regard poetry not as a tedious subject to be avoided, but as a pleasant and an enriching experience to be relished within and without the schools system. In recommendation, the public secondary schools in Nigeria are far behind time in offering multiple path ways to the teaching and learning of poetry. Little wonder that the system has been witnessing steady decline with the percentage of students who failed the study examination fluctuating between 55% and 75% in the pest 10 years (Olabiopo, 1998). The effect of this is that secondary school student who find their way into the university are already at a disadvantage due to the poor background and preparation in language education. Public secondary schools in Nigeria should be provided with adequate and a variety of instructional media. If teachers in
public secondary schools in Nigeria are to assume new roles and use new technology-supported instructional tools, they should become familiar with a variety of instructional delivery methods rather than relying on text books, chalkboards and lecture method. Technologies, such as audio and video recording, language laboratories and computer surfing can be more effective teaching tools for poetry lessons as they offer authentic experience when interview with existing curriculum We are concerned that the high potential for enhancing learning through the provision of conducive learning environment can be attained in public schools in Nigeria, it is strongly recommended that the learning environment in public schools in Nigeria should be given priority, attention by state and federal governments so that children can well and better.
at arresting further deterioration of students interest in poetry, a situation that has so marginalized poetry in school and society that is (poetry) has come to be regarded and actually referred to as a minority interest subject. To that end, this research emphasizes the relevance of poetry in the school curriculum and at the society at large. It also examines the social and pedagogical methods that marginalize poetry in the school system and offers what is considered pragmatic approaches to the selection of materials for and teaching of poetry in Nigerian schools, particularly secondary schools. The approaches suggested here are aimed at stimulating teachers and students interest in poetry sufficiently for them to regard poetry not as a tedious subject to be avoided, but as a pleasant and an enriching experience to be relished within and without the schools system. In recommendation, the public secondary schools in Nigeria are far behind time in offering multiple path ways to the teaching and learning of poetry. Little wonder that the system has been witnessing steady decline with the percentage of students who failed the study examination fluctuating between 55% and 75% in the pest 10 years (Olabiopo, 1998). The effect of this is that secondary school student who find their way into the university are already at a disadvantage due to the poor background and preparation in language education. Public secondary schools in Nigeria should be provided with adequate and a variety of instructional media. If teachers in
public secondary schools in Nigeria are to assume new roles and use new technology-supported instructional tools, they should become familiar with a variety of instructional delivery methods rather than relying on text books, chalkboards and lecture method. Technologies, such as audio and video recording, language laboratories and computer surfing can be more effective teaching tools for poetry lessons as they offer authentic experience when interview with existing curriculum We are concerned that the high potential for enhancing learning through the provision of conducive learning environment can be attained in public schools in Nigeria, it is strongly recommended that the learning environment in public schools in Nigeria should be given priority, attention by state and federal governments so that children can well and better.
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